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Multimedia learning trumps retrieval practice in psychology teaching
Umeå University, Faculty of Social Sciences, Department of Psychology.ORCID iD: 0000-0002-5884-6469
2019 (English)In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 60, no 3, p. 222-230Article in journal (Refereed) Published
Abstract [en]

It is well established that studying with (vs. without) visual illustrations as well as taking tests (vs. restudying) is beneficial for learning, but on which strategy should one put the efforts, or should they be combined for best learning? Eighty-eight upper secondary school students were given a brief lecture presented verbally (6 classes) or with the aid of a visual illustration (visuoverbal, 6 classes). The information was processed again by taking a memory test or by restudying. Recall and transfer tests were conducted after some few minutes and again after one week. The visuoverbal lecture resulted in better learning than verbal presentation only. A significant study strategy by retention interval interaction was found. However, this interaction was not qualified by a testing effect. Hence, taking tests (retrieval practice) did not lead to better learning than restudying. It was concluded that it is worthwhile to use visual illustrations in teaching. However, the present study did not reveal any synergistic effects from the combination of visuoverbal presentation and retrieval practice.

Place, publisher, year, edition, pages
2019. Vol. 60, no 3, p. 222-230
Keywords [en]
Learning, multimedia effect, retrieval practice, testing effect, visual illustration
National Category
Didactics
Identifiers
URN: urn:nbn:se:umu:diva-159370DOI: 10.1111/sjop.12527ISI: 000467276800005PubMedID: 30809837OAI: oai:DiVA.org:umu-159370DiVA, id: diva2:1323618
Available from: 2019-06-12 Created: 2019-06-12 Last updated: 2019-06-12Bibliographically approved

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Jonsson, Bert

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