Motivation and multimedia learning

Cognitive Effects of Multimedia Learning

Volumn , Issue , 2008, Pages 154-172

  Low, Renae ^a   Jin, Putai ^a  

^a UNIVERSITY OF NEW SOUTH WALES   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80855161135     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4018/978-1-60566-158-2.ch009     Document Type: Chapter

References (95)

1. Abrahamson, C. E. (1998). Issues in interactive communication in distance education. College Student Journal, 32(1), 33-42.
2. Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of Online Learning (pp. 3-31). Athabasca: Athabasca University.
3. Astleitner, H., & Hufnagl, M. (2003). The effects of situation-outcome-expectancies and of ARCS-strategies on self-regulated learning with Web-lectures. Journal of Educational Multimedia and Hypermedia, 12(4), 361-376.
4. Astleitner, H., & Wiesner, C. (2004). An integrated model of multimedia learning and motivation. Journal of Educational Multimedia and Hypermedia, 13(1), 3-21.
5. Atkinson, J. W. (Ed.) (1958). Motives in fantasy, action and society. Princeton, NJ: Van Nostrand.
6. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84, 191-215.
7. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
8. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
9. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Plenum.
10. Bernard, R. M., Abrami, C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A metaanalysis of the empirical literature. Review of Educational Research, 74(3), 379-439.
11. Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18, 199-210.
12. th ed.). Upper Saddle River, NJ: Merrill.
13. Butcher, K. L. (2006). Learning from text with diagrams: Promoting mental models development and inference generation. Journal of Educational Psychology, 98, 182-197.
14. Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.
15. Clark, R. E. (1994). Media and method. Educational Technology, Research and Development, 42, 7-10.
16. Clark, R. E., & Feldon, D. F. (2005). Five common but questionable principles of multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 97-115). New York: Cambridge University Press.
17. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
18. Deci, E. L., Vallerand, R. J., Pelletier, L. C., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.
19. Deimann, M., & Keller, J. M. (2006). Volitional aspects of multimedia learning. Journal of Educational Multimedia and Hypermedia, 15(2), 137-158.
20. DeShon, R. P., & Gillespie, J. Z. (2005). A motivated action theory account of goal orientation. Journal of Applied Psychology, 90(6), 1096-1127.
21. Elliot, A. J., & McGregor, H. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
22. Fletcher, J. D., & Tobias, S. (2005). The multimedia principle. In R.E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 117-133). New York: Cambridge University Press.
23. Gao, T., & Lehman, J. D. (2003). The effects of different levels of interaction on the achievement and motivation perceptions of college students in a Web-based learning environment. Journal of Interactive Learning Research, 14(4), 367-386.
24. Gerjets, P., & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction. Educational Psychologist, 38(1), 33-41.
25. Goldman, S. R. (1991). On the derivation of instructional applications from cognitive theories: Commentary on Chandler and Sweller. Cognition and Instruction, 8, 333-342.
26. Hahne, A. K., Benndorf, R., Frey, P., & Herzig, S. (2005). Attitude towards computer-based learning: Determinants as revealed by a controlled interventional study. Medical Education, 39, 935-943.
27. Hardré, P. L., Crowson, M., Xie, K., & Ly, C. (2007). Testing differential effects of computerbased Web-based and paper-based administration of questionnaire research instruments. British Journal of Educational Technology, 38(1), 522.
28. Hede, A. (2002). An integrated model of multimedia effects on learning. Journal of Educational Multimedia and Hypermedia, 11, 177-191.
29. Hoskins, S. L., & Van Hooff, J. C. (2005). Motivation and ability: Which students use online learning and what influence does it have on their achievement? British Journal of Educational Technology, 36(2), 171-192.
30. Hwang, W., Wang, C., & Sharples, C. (2007). A study of multimedia annotation of Web-based materials. Computers & Education, 48, 680-692.
31. James, W. (1902). The Principle of Psychology. New York: Holt.
32. Järvelä, S., & Volet, S. (2004). Motivation in reallife, dynamic, and interactive learning environments: Stretching constructs and methodologies. European Psychologist, 9(4), 193-197.
33. Jin, P., & Low, R. (2007). Learning motivation and E-learning performance. Unpublished manuscript, School of Education, University of New South Wales, Sydney, Australia.
34. Judge, T. A., & Ilies, R. (2002). Relationship of personality to performance motivation: A metaanalytic review. Journal of Applied Psychology, 87(4), 797-807.
35. Judge, T. A., Jackson, C. L., Shaw, J. C., Scott, B. A., & Rich, B. L. (2007). Self-efficacy and work-related performance: The integral role of individual differences. Journal of Applied Psychology, 92(1), 107-127.
36. Karabenick, S. A., & Collins-Baglin, J. (1997). Relation of perceived instructional goals and incentives to college students' use of learning strategies. Journal of Experimental Education, 65, 331-341.
37. Keller, J. M. (1987). Motivational design and multimedia: Beyond the novelty effect. Strategic Human Resource Development Review, 1(1), 188-203.
38. Keller, J. M., & Suzuki, K. (2004). Learner motivation and E-learning design: A multinationally validated process. Journal of Educational Media, 29(3), 229-239.
39. Kiili, K. (2005). Participatory multimedia learning: Engaging learners, Australasian Journal of Educational Technology, 21(3), 303-322.
40. Kuhl, J. (2000). The volitional basis of personality systems interaction theory: Applications in learning and treatment contexts. International Journal of Educational Research, 33(7-8), 665-703.
41. Leacock, T., & Nesbit, J. C. (2007). A framework for evaluating the quality of multimedia learning resources. Educational Technology and Society, 10(2), 44-59.
42. Lee, F. K., Sheldon, K. M., & Turban, D. B. (2003). Personality and the goal-striving process: The influence of achievement foal patterns, goal level, and mental focus on performance and enjoyment. Journal of Applied Psychology, 88(2), 256-265.
43. Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic motivation and the role of social support. Journal of Educational Psychology, 98(3), 567-582.
44. Lewin, K. (1939). Field theory and experiment in social psychology: Concepts and methods. The American Journal of Sociology, 44(6), 868-896.
45. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.
46. Locke, E. A., Motowildo, S., & Bobko, P. (1986). Using self-efficacy theory to resolve the conflict between theory and expectancy theory in organization behavior and industrial/organizational psychology. Journal of Social and Clinical Psychology, 4, 328-338.
47. Lord, R. G., Hanges, P. J., & Godfrey, E. G. (2003). Integrating neural networks into decision-making and motivational theory: Rethinking VIE theory. Canadian Psychology, 44(1), 21-38.
48. Louro, M. J., Pieters, R., & Zeelenberg, M. (2007). Dynamics of multiple-goal pursuit. Journal of Personality and Social Psychology, 93(2), 174-193.
49. Low, R., & Sweller, J. (2005). The modality principle in multimedia learning. In R. E.
50. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 147-158). New York: Cambridge University Press.
51. Maddux, J. E. (1999). Expectancies and the socialcognitive perspective: Basic principles, processes, and variables. In I. Kirsch (Ed.), How expectancies shape experience (pp. 17-39). Washington, D. C.: American Psychological Association.
52. Mayer, R. E. (2001). Multimedia Learning. Cambridge, UK: Cambridge University Press.
53. Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 31-48). New York: Cambridge University Press.
54. Mayer, R. E., & Massa, L. J. (2003). Three facets of visual and verbal learners: Cognitive ability, cognitive style, and learning preference. Journal of Educational Psychology, 95(4), 833-846.
55. Means, T. B., Jonassen, D. H., & Dwyer, R. M. (1997). Enhancing relevance: Embedded ARCS strategies vs. purpose. Educational Technology Research and Development, 45(1), 5-18.
56. Miceli, M., & Castelfranchi, C. (2000). Nature and mechanisms of loss of motivation. Review of General Psychology, 4(3), 238-263.
57. Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93(1), 77-86.
58. Mousavi, S., Low, R., & Sweller, S. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87, 319-334.
59. Murphy, C. A., Coover, D., & Owen, S. V. (1989). Development and validation of the computer selfefficacy scale. Educational and Psychological Measurement, 49, 893-899.
60. Narciss, S., Proske, A., & Koerndle, H. (2007). Promoting self-regulated learning in Web-based learning environments. Computers in Human Behavior, 23, 1126-1144.
61. Naylor, J. C., Pritchard, R. D., & Ilgen, D. R. (1980). A theory of behavior in organizations. New York: Academic Press.
62. Paas, F., Tuovinen, J. E., Van Merriionboer, J., & Darabi, A. A. (2005). A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction. Educational Technology, Research and Development, 53(3), 25-34.
63. Pajares, F. (1996). Self-efficacy beliefs in achievement settings. Review of Educational Research, 66, 543-578.
64. Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 1-49). Greenwich, C. T.: JAI Press.
65. Palaigeorgiou, G. E., Siozos, P. D., Konstantakis, N. I., & Tsoukalas, I. A. (2005). A computer attitude scale for computer science freshmen and its educational implications. Journal of Computer Assisted Learning, 21, 330-342.
66. Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In M.Boekaerts, P.R. Pintrich & M. Zeidner (Eds.), Handbook of selfregulation (pp. 451-502). Mawah, NJ: Lawrence Erlbaum.
67. nd Ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
68. Reed, S. K. (2006). Cognitive architectures for multimedia learning. Educational Psychologist, 41(2), 87-98.
69. Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95(2), 375-392.
70. Renkl, A., & Atkinson, R. K. (2007). Interactive learning environments: Contemporary issues and trends. Educational Psychology Review, 19, 235-238.
71. Rheinberg, F., Vollmeyer, R., & Rollet, W. (2000) Motivation and action in self-regulated learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of Self-regulation (pp. 503-529). San Diego, CA: Academic Press.
72. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
73. Saadé, R. G., Nebebe, F., & Tan, W. (2007). Viability of the "Technology Acceptance Model" in multimedia learning environments: A comparative study. Interdisciplinary Journal of Knowledge and Learning Objects, 3, 175-183.
74. Sanchez, R. J., Truxillo, D. M., & Bauer, T. N. (2000). Development and examination of an expectancy-based measure of test-taking motivation. Journal of Applied Psychology, 85(5), 739-750.
75. Scheiter, K., & Gerjets, P. (2007). Learner control in hypermedia environments. Educational Psychology Review, 19, 285-307.
76. Schober, B., & Ziegler, A. (2002). Theoretical levels in the evaluation of motivational trainings. European Journal of Psychological Assessment, 18(3), 204-213.
77. Schunk, D. H. (1989). Self-efficacy and cognitive skill learning. In C. Ames & R. Ames (Eds.), Research in motivation in education. Vol. 3: Goals and cognitions (pp. 13-44). San Diego: Academic Press.
78. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
79. Shiong, K. B., Aris, B., Ahmad, M. H., Ali, M. B., Harun, J., & Zaidatun, T. (2008). Learning "Goal Programming" using an interactive multimedia courseware: Design factors and students' preferences. Journal of Educational Multimedia and Hypermedia, 17(1), 59-79.
80. Simon, H. A. (1945). Administrative behavior: A study of decision-making process in administrative organization. New York: Free Press.
81. Small, R. V., & Gluck, M. (1994). The relationship of motivational conditions to effective instructional attributes: A magnitude scaling approach. Educational Technology, 34(8), 33-40.
82. Song, S. H., & Keller, J. M. (2001), Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation, Educational Technology, Research & Development, 49(2), 5-22.
83. Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94.
84. Svinicki, M. (1999). New directions in learning and motivation. New Directions for Teaching and Learning, 80, 5-27. San Franciso: Jossey-Bass.
85. Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295-312.
86. Sweller, J., van Merriënboer, J. J. G., & Pass, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
87. Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135.
88. Van Den Hurk, M. (2006). The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum. Active Learning in Higher Education, 7(2), 155-169.
89. Van Earde, W., & Thierry, H. (1996). Vroom's expectancy models and work-related criteria: A meta-analysis. Journal of Applied Psychology, 81, 575-586.
90. Visser, J. & Keller, J. M. (1990). The clinical use of motivational messages: An inquiry into the validity of the Arcs model of motivational design. Instructional Science, 19(6), 467-500.
91. Vollmeyer, R., & Reinberg, F. (2006). Motivational effects on self-regulated learning with different tasks. Educational Psychology Review, 18, 239-253.
92. Vroom, V. H. (1964). Work and motivation. New York: Wiley.
93. Wigfield, A., & Eccles, J. S. (2000). Expectancyvalue theory of achievement motivation, Contemporary Educational Psychology, 25, 68-81.
94. Yeung, A. S., Jin, P., & Sweller, J. (1998). Cognitive load and learner expertise: Split-attention and redundancy effects in reading with explanatory notes. Contemporary Educational Psychology, 23, 1-21.
95. Zweig, D., & Webster, J. (2004). Validation of multidimensional measure of goal orientation. Canadian Journal of Behavioral Science, 36(3), 232-243.