Multimedia learning: Working memory and the learning of word and picture diagrams

Abstract

From the cognitive model of multimedia learning proposed by [Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representation. Learning and Instruction, 13, 141–156], two hypotheses regarding the learning of spatial arrangements of objects were derived: the integration hypothesis and the multiple source hypothesis. In the experiment, ninety-six participants first studied spatial arrangements of five objects each. The complete arrangements had to be inferred from pairs of objects, because participants were shown either word pairs or picture pairs depicting adjacent objects. Afterwards, they were tested using either object pairs or complete arrangements, and the test items consisted either of words or of pictures. In addition, the participants were divided into four groups according to their verbal and visuospatial working memory capacity. The results showed (a) that integrating pairs of objects into complete spatial arrangements required more working memory resources than evaluating the pairs, irrespective of the objects represented by words or pictures, (b) that integration of elements from different sources (verbal descriptions and pictorial depictions) required more working memory resources than integrating only depictive elements. The results yield evidence for the proposed internal structure of Schnotz and Bannert's model. The results are discussed with regard to individual differences in working memory capacity, cognitive load and the design of multimedia-supported learning tasks.