Thesis
Examining the effect of prior knowledge on split-attention in multimedia learning
Washington State University
Master of Arts (MA), Washington State University
2013
Handle:
https://hdl.handle.net/2376/100267
Abstract
Since it is well-known that human's working memory is limited, one of educational psychologist's responsibilities is to examine the effect of different factors that affect learning effectiveness. This study examines the effect of prior knowledge on split-attention in learning with multimedia materials. The purpose of this study is to explore (a) the effect of prior knowledge in spatially distributed learning materials, and (b) the interaction effect of prior knowledge and split-attention in learning distributed materials. In a between-subjects design, 120 college students were divided into four groups based on their performances on pretest (Split-attention + Low prior knowledge, Split-attention + High prior knowledge, Non-split-attention + High prior knowledge, and Non-split-attention + Low prior knowledge). Results revealed a significant main effect of prior knowledge. Neither the effect of spilt attention nor the interaction between prior knowledge and split-attention was significant. The results reveal that participants with high prior knowledge scored higher than those with low prior knowledge in posttest. One important implication is that if students can preview the learning materials before teachers teach, they might more easily understand the materials with limited working memory being occupied.
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Details
- Title
- Examining the effect of prior knowledge on split-attention in multimedia learning
- Creators
- Nan Wang
- Contributors
- Adesope Olusola (Degree Supervisor)
- Awarding Institution
- Washington State University
- Academic Unit
- Education, College of
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University; [Pullman, Washington] :
- Identifiers
- 99900525052001842
- Language
- English
- Resource Type
- Thesis