Effects of visual cues and self-explanation prompts: empirical evidence in a multimedia environment

Abstract

The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load, and intrinsic motivation in an interactive multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N = 21) to one of the six conditions in a 2 × 3 factorial design with visual cueing (cueing vs. no cueing) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. The results revealed that (a) participants presented with cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations, and (b) cognitive load and intrinsic motivation had different impacts on learning outcomes due to the moderation effect of cueing. The results suggest that the cues may not only enhance learning, but also indirectly impact learning, cognitive load, and intrinsic motivation.

Keywords:

• visual cueing
• multimedia learning
• self-explanation prompt
• cognitive load
• intrinsic motivation

Acknowledgments

This research was partially supported by “Chen Guang” Project (12CG27) of Shanghai Municipal Education Commission and Shanghai Education Development Foundation, Shanghai Pujiang Program (13PJC031), and the Scientific Research Foundation for the Returned Overseas Chinese Scholars, State Education Ministry, China.

Notes on contributors

Lijia Lin, Ph.D., is an assistant professor in the School of Psychology and Cognitive Science at East China Normal University in Shanghai, China. Robert K. Atkinson, Ph.D., is an associate professor in the School of Computing, Informatics, and Decision Systems Engineering at Arizona State University in the USA.

Wilhelmina C. Savenye, Ph.D., is a professor in Mary Lou Fulton Teachers College at Arizona State University in the USA.

Brian C. Nelson, Ed.D., is an associate professor in the School of Computing, Informatics, and Decision Systems Engineering at Arizona State University in the USA.