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The intention was good: How promoting strategy use does not improve multimedia learning for secondary students
Emely Hoch1, Katharina Scheiter1,2, Kim Stalbovs1
1Leibniz-Institut für Wissensmedien, Tübingen, Germany.
The British Journal of Educational Psychology
|April 6, 2021
Summary
Instructional support for multimedia learning strategies did not improve high school students' learning outcomes. Enhancing strategy use did not lead to better knowledge acquisition, suggesting support quality may be key.
Area of Science:
- Educational Psychology
- Cognitive Science
- Multimedia Learning
Background:
- Multimedia learning presents challenges, particularly for younger students.
- Effective multimedia learning requires specific strategies.
- Instructional support may be necessary to facilitate strategy adoption.
Purpose of the Study:
- To investigate if instructional support enhances students' use of multimedia learning strategies.
- To determine if enhanced strategy use translates to improved learning outcomes.
- To evaluate the effectiveness of different support types (training, prompts, implementation intentions).
Main Methods:
- 168 high school students (8th-10th grade) participated.
- Groups received multimedia strategy training, training with prompts, or training with implementation intentions.
- Students learned about mitosis using multimedia and were tested on knowledge acquisition.
Main Results:
- Students in experimental groups used multimedia strategies more, especially initially.
- No significant improvement in learning outcomes was observed across groups.
- Neither prompts nor implementation intentions led to better knowledge acquisition.
Conclusions:
- Directly promoting multimedia strategy use did not enhance learning outcomes.
- The effectiveness of instructional support may depend on the quality and suitability of the measures.
- Further research is needed to understand how to best support multimedia learning.
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