How repeated studying and testing affects multimedia learning: Evidence for adaptation to task demands |
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| Institution: | 1. Leibniz-Institut für Wissensmedien, Tübingen, Germany;2. University of Freiburg, Freiburg, Germany;1. Institute of Psychology, Erasmus University Rotterdam, The Netherlands;2. Department of Education, Utrecht University, The Netherlands;3. Roosevelt Center for Excellence in Education, University College Roosevelt, The Netherlands;1. Department of Psychology, University of Cyprus, 1678 Nicosia, Cyprus;2. Mikrokampos School, 61100 Kilkis, Greece;1. University of Erfurt, Germany;2. Knowledge Media Research Center, Tübingen, Germany |
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| Abstract: | Two biases can occur in multimedia learning: overconfidence and over-reliance on text processing. The present research sought to identify these biases and to investigate whether they can be reduced, and hence learning fostered, when studying and testing are repeated. In 2 experiments (Exp.1: N = 79, Exp.2: N = 52), students learned either with text only or with text and pictures (multimedia) about how the toilet flush works, gave judgments-of-learning (JOLs), were tested on the learning contents; afterwards this study-test cycle was repeated. Results from both experiments revealed stronger overconfidence due to multimedia in both study-test cycles (JOLs higher than learning outcomes). Eye movement data showed a relative increase in attention on the picture versus text from cycle 1 to cycle 2; this relative increase in attention was related to better learning outcomes. Repeated studying and testing thus helped to reduce over-reliance on text processing in multimedia learning, fostering performance. |
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| Keywords: | Multimedia learning Eye movements Adaptation to task demands Calibration Metacognition |
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