Multimedia Learning in an Interactive Self-Explaining Environment: What Works in the Design of Agent-Based Microworlds?

• Richard E. Mayer ^[1] ; Gayle T. Dow ^[2] ; Sarah Mayer ^[1]
  1. [1] University of California, Santa Barbara

     University of California, Santa Barbara

     Estados Unidos

     
  2. [2] Christopher Newport University

     Christopher Newport University

     Estados Unidos

     
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 4, 2003, págs. 806-812
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.4.806
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• Dialnet Métricas: 3 Citas
• Resumen

  • Students learned about electric motors by asking questions and receiving answers from an on-screen pedagogical agent named Dr. Phyz who stood next to an on-screen drawing of an electric motor. Students performed better on a problem-solving transfer test when Dr. Phyz's explanations were presented as narration rather than on-screen text (Experiment 1), when students were able to ask questions and receive answers interactively rather than receive the same information as a noninteractive multimedia message (Experiments 2a and 2b), and when students were given a prequestion to guide their self-explanations during learning (Experiment 3). Deleting Dr. Phyz's image from the screen had no significant effect on problem-solving transfer performance (Experiment 4). The results are consistent with a cognitive theory of multimedia learning and yield principles for the design of interactive multimedia learning environments. (PsycINFO Database Record (c) 2016 APA, all rights reserved)