Creating Retroactive and Proactive Interference in Multimedia Learning Mayer, Richard en_US Deleeuw, K en_US Ayres, Paul en_US 2021-11-25T17:02:02Z 2021-11-25T17:02:02Z 2007 en_US
dc.description.abstract When students learn how a physical system works, does it help if they also learn how similar systems work? Some college students (concise group) studied a multimedia lesson that explained how hydraulic brakes work, consisting of narrated animation or annotated illustrations. Others (expanded group) received the same lesson along with multimedia explanations of caliper brakes and air brakes presented either after (Experiment 1) or before (Experiment 2) the explanation of hydraulic brakes. Across the combined experiments, students performed worse on retention (d=0.37) and transfer tests (d = 0.30) concerning hydraulic brakes if the lesson also contained lessons on caliper and air brakes; within each experiment, the effects were statistically significant in Experiment 1 (d=0.57 and 0.53, respectively) but not in Experiment 2 (d = 0.23 and 0.17, respectively). Students performed similarly with narrated animations and annotated illustrations. en_US
dc.identifier.issn 0888-4080 en_US
dc.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.title Creating Retroactive and Proactive Interference in Multimedia Learning en_US
dc.type Journal Article en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.identifier.doiPublisher en_US
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofjournal Applied Cognitive Psychology en_US
unsw.relation.ispartofpagefrompageto 795-809 en_US
unsw.relation.ispartofvolume 21 en_US
unsw.relation.originalPublicationAffiliation Mayer, Richard en_US
unsw.relation.originalPublicationAffiliation Deleeuw, K en_US
unsw.relation.originalPublicationAffiliation Ayres, Paul, Education, Faculty of Arts & Social Sciences, UNSW en_US School of Education *
Resource type