July 2009 - January 2014
Pact for Research and Innovation of the Competition Fonds of the Leibniz Association
This Ph.D. project concerned the question of how the multimedia effect can be explained. This effect states that pictures are beneficial to learning and is explained by the Cognitive Theory of Multimedia Learning (CTML). Based on Paivio’s dual code theory, CTML proposes that pictures are beneficial to learning because they allow a pictorial code in long-term memory. However, Schmidt-Weigand and Scheiter (2011) came up with an alternative view. This view is based on the visual argument theory, which posits that pictures facilitate cognitive processes during learning. In the first experiment, it was tested whether the size of the multimedia effect differs between tasks with different learning goals (conceptual, causal, and procedural tasks).
The relative importance of Baddeley’s visuospatial sketchpad was also investigated. This working memory component is responsible for processing pictorial information (e.g., pictures). In the third experiment, the size of the multimedia effect and working memory involvement in procedural tasks was investigated.
Furthermore, it was investigated in collaboration with Charlotte van Hooijdonk (VU University Amsterdam) why pictures are helpful when studying procedural tasks and what the role of working memory is on this beneficial effect.