Learning from different multimedia representation formats: effects of prior knowledge

AbstractWe investigated interaction effects of multimedia representation format and learner’s prior knowledge level on learning outcomes. Eighty-seven high school students with a lower or a higher level of physics prior knowledge learned about the operation of a nuclear power plant and the concepts of generating electricity by studying static graphics, an animation, or a simulation. Results indicated that the lower physics prior knowledge level students learned more from the animations than from the static graphics, and the simulation. However, learning outcomes of the higher physics prior knowledge level students did not differ between the three multimedia format conditions. The results suggest that the learner’s prior knowledge level should be considered when choosing an appropriate multimedia representation format, especially for students with low prior knowledge.Keywords: Multimedia representation formatprior knowledgecognitive loadanimationsimulation AcknowledgementsWe would like to thank the editor of the Journal of Research on Technology in Education and anonymous reviewers, who provided all the valuable comments and suggestions. Finally, we would like to thank all the people who helped us and supported this research. This research would not have been possible without them.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors received the financial support from National Science and Technology Council (NSTC) in Taiwan under Grant No. 108-2511-H-003-044-MY4 and Institute for Research Excellence in Learning Sciences of the National Taiwan Normal University from the Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education in Taiwan.Notes on contributorsChih-Yi HsuChih-Yi Hsu is a physics teacher at the National Tou-Liu Senior High School in Taiwan. He received his PhD in education from the University of New South Wales in Sydney, Australia. His research interests include cognitive load theory, multimedia learning, and science education.Tzu-Chien LiuTzu-Chien Liu is Chair Professor of the Department of Educational Psychology and Counseling, and Institute for Research Excellence in Learning Sciences at National Taiwan Normal University. Based on learning science and cognitive load theory, He is committed to the development of digital learning materials and platforms based on innovative technologies (e.g., VR, AR, mobile devices) to enhance learning effectiveness. Currently, he serves as the chief editor of Bulletin of Educational Psychology (Scopus), the associate editor of Journal of Research in Education Sciences (Scopus), and an editorial board member of Educational Psychology Review (SSCI).Yi-Chun LinYi-Chun Lin is Postdoctoral Research Fellow of the Department of Educational Psychology and Counseling, and Institute for Research Excellence in Learning Sciences at National Taiwan Normal University. She received her PhD in education from the National Central University in Taiwan. Her research interests include educational psychology, educational technology and learning and instruction.Chung-Yuan HsuChung-Yuan Hsu is a Professor at Department of Child Care, National Pingtung University of Science and Technology, Taiwan. His research interests focus on digital game-based learning, computational thinking, and computer-assisted science learning.Fred PaasFred Paas is professor of Educational Psychology at Erasmus University Rotterdam in the Netherlands and visiting professor at the University of New South Wales and the University of Wollongong in Australia. His research focuses on the management of cognitive load in learning environments using cognitive load theory.