Abstract
Cueing facilitates retention and transfer of multimedia learning. From the perspective of cognitive load theory (CLT), cueing has a positive effect on learning outcomes because of the reduction in total cognitive load and avoidance of cognitive overload. However, this has not been systematically evaluated. Moreover, what remains ambiguous is the direct relationship between the cue-related cognitive load and learning outcomes. A meta-analysis and two subsequent meta-regression analyses were conducted to explore these issues. Subjective total cognitive load (SCL) and scores on a retention test and transfer test were selected as dependent variables. Through a systematic literature search, 32 eligible articles encompassing 3,597 participants were included in the SCL-related meta-analysis. Among them, 25 articles containing 2,910 participants were included in the retention-related meta-analysis and the following retention-related meta-regression, while there were 29 articles containing 3,204 participants included in the transfer-related meta-analysis and the transfer-related meta-regression. The meta-analysis revealed a statistically significant cueing effect on subjective ratings of cognitive load (d = −0.11, 95% CI = [−0.19, −0.02], p < 0.05), retention performance (d = 0.27, 95% CI = [0.08, 0.46], p < 0.01), and transfer performance (d = 0.34, 95% CI = [0.12, 0.56], p < 0.01). The subsequent meta-regression analyses showed that dSCL for cueing significantly predicted dretention for cueing (β = −0.70, 95% CI = [−1.02, −0.38], p < 0.001), as well as dtransfer for cueing (β = −0.60, 95% CI = [−0.92, −0.28], p < 0.001). Thus in line with CLT, adding cues in multimedia materials can indeed reduce SCL and promote learning outcomes, and the more SCL is reduced by cues, the better retention and transfer of multimedia learning.
Highlights
As one of the material-oriented interventions in multimedia learning, cueing affects learners’ cognitive processing and learning outcomes [1,2,3]
Many researchers have given an explanation from the perspective of cognitive load theory (CLT) [13], maintaining that cues could reduce learners’ overall cognitive load and help avoid overload, contributing to their learning performance
Results from retention-related meta-analysis and transferrelated meta-analysis showed that adding cues in multimedia materials facilitated retention and transfer of learning significantly, supporting Hypotheses 2a and 2b
Summary
As one of the material-oriented interventions in multimedia learning, cueing affects learners’ cognitive processing and learning outcomes [1,2,3]. Cues and cognitive load in multimedia learning scale [22] for measuring perceived task difficulty. Borg and Domic’s [22] mental effort or perceived difficulty scale for measuring subjective cognitive load (SCL) has been modified in several ways in previous studies. One item: The perceived amount of mental effort invested in studying the animation was indicated on the 9-point rating scale developed by Paas [21]. One item: Cognitive load was measured by a subjective 7-point rating scale that ranges from very low to very high mental effort (adapted from Paas [21]). The present study used meta-analysis to assess whether cueing reduces cognitive load, as measured by SCL (mental effort, perceived difficulty, or their combination) and improves learning (retention and transfer). Hypotheses 1, 2a and 2b were tested using meta-analysis; Hypotheses 3a and 3b were tested using meta-regression analyses
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