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Multimedia Learning and Working Memory Capacity

Multimedia Learning and Working Memory Capacity

Peter E. Doolittle
Copyright: © 2009 |Pages: 17
ISBN13: 9781605661582|ISBN10: 1605661589|EISBN13: 9781605661599
DOI: 10.4018/978-1-60566-158-2.ch002
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MLA

Doolittle, Peter E. "Multimedia Learning and Working Memory Capacity." Cognitive Effects of Multimedia Learning, edited by Robert Z. Zheng, IGI Global, 2009, pp. 17-33. https://doi.org/10.4018/978-1-60566-158-2.ch002

APA

Doolittle, P. E. (2009). Multimedia Learning and Working Memory Capacity. In R. Zheng (Ed.), Cognitive Effects of Multimedia Learning (pp. 17-33). IGI Global. https://doi.org/10.4018/978-1-60566-158-2.ch002

Chicago

Doolittle, Peter E. "Multimedia Learning and Working Memory Capacity." In Cognitive Effects of Multimedia Learning, edited by Robert Z. Zheng, 17-33. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-158-2.ch002

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Abstract

This chapter addresses the role that working memory capacity (WMC) plays in learning in multimedia environments. WMC represents the ability to control attention, that is, to be able to remain focused on the task at hand while simultaneously retrieving relevant information from long-term memory, all in the presence of distraction. The chapter focuses on how individual differences in attentional control affect cognitive performance, in general, and cognitive performance in multimedia environments, in particular. A review of the relevant literature demonstrates that, in general, students with high WMC outperform students with low WMC on measures of cognitive performance. However, there has been very little research addressing the role of WMC in learning in multimedia environments. To address this need, the authors conducted a study that examined the effects of WMC on learning in a multimedia environment. Results of this study indicated students with high WMC recalled and transferred significantly more information than students with low WMC. Ultimately, this chapter provides evidence that individual differences in working memory capacity should be taken into account when creating and implementing multimedia instructional environments.

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