Participants monitored a monotonous mock telephone message. Half of the group was randomly assigned to a ‘doodling’ condition where they shaded printed shapes while listening to the telephone call. The doodling group performed better on the monitoring task and recalled 29% more information on a surprise memory test.
Continue ReadingInteractive Multimodal Learning Environments
Paper introduces CATLM – Cognitive–Affective Theory of Learning with Media from which five instructional design principles are derived.
Continue ReadingThe Effects of Visual Versus Verbal Metaphors on Novice and Expert Learners’ Performance
The study aims to compare the effects of visual versus verbal metaphors in facilitating novices and experts in the comprehension and construction of mental models.
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