The DOI matches its Crossref record; 18 of the 19 references it cites were found in a registry or an index.
The Role of Visual Indicators in Dual Sensory Mode Instruction
Abstract
Advances in our knowledge of the structure of working memory suggest that under some circumstances, effectively more processing capacity is available to learners if instructional materials use multiple information modes (e.g. auditory and visual) instead of equivalent single mode formats. This paper examined this modality effect from a cognitive load perspective in three experiments using geometry instruction. In accordance with cognitive load theory, it was predicted that the additional processing capacity provided in an audio/visual format would only enhance learning if mental resources were not devoted to extensive visual based search in order to coordinate auditory and visual information. Using two different areas of geometry, Experiments 1 and 2 found that if visual search was clearly high, then audio‐visual instruction was only beneficial if visual indicators in the form of electronic flashing were incorporated into the instructional format. Under high search conditions, a standard audio/visual format without the aid of flashing proved no better than visual only instruction. Experiment 3 attempted to clarify earlier results by using instructional materials trivially low in visual search. Data indicated that a standard, audio‐visual format resulted in superior learning to a visual only format. There was no beneficial effect of electronic flashing in Experiment 3, suggesting that visual indicators were not necessary in areas of low visual search. It was concluded that cognitive load as determined by visual search established the effectiveness of visual indicators.
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“Some studies report that visual cues do aid learning in multimedia instructions resulting in higher retention scores (e.g., Tabbers et al. 2004), whereas others show that cueing can be even more effective when the amount of necessary visual search, such as in complex graphics, is high (e.g., Jeung et al. 1997).”
From Interactivity in Video-based Models (2007) · cites this paper as Jeung et al. 1997
Citations
Cites
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Cognitive load theory, learning difficulty, and instructional design
Sweller, J. (1994) · Learning and Instruction · doi:10.1016/0959-4752(94)90003-5 · Cited by 3,801
Self-citationCognitive Load Theory and the Format of Instruction
Chandler, P., & Sweller, J. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_2 · Cited by 2,894
Self-citationAdvances in the psychology of human intelligence
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Why Some Material Is Difficult to Learn
Sweller, J., & Chandler, P. (1994) · Cognition and Instruction · doi:10.1207/s1532690xci1203_1 · Cited by 1,455
Self-citationReducing cognitive load by mixing auditory and visual presentation modes.
Mousavi, S. Y., Low, R., & Sweller, J. (1995) · Journal of Educational Psychology · doi:10.1037/0022-0663.87.2.319 · Cited by 995
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The Psychology of Learning and Motivation
Ross, B. H. (2012) · Cited by 2,631
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_4 · Cited by 1,927
Self-citationMultimedia Learning: SUBJECT INDEX
Mayer, R. E. (2001) · Cited by 1,175
Learning from Examples: Instructional Principles from the Worked Examples Research
Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. W. (2000) · Review of Educational Research · doi:10.3102/00346543070002181 · Cited by 1,109
Beliefs and data on the relationship between consistency and accuracy of eyewitness testimony
Brewer, N., Potter, R., Fisher, R. P., Bond, N. W., & Luszcz, M. A. (1999) · Applied Cognitive Psychology · doi:10.1002/(sici)1099-0720(199908)13:4 · Cited by 117
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Metadata
- Authors
- Jeung, H., Chandler, P., & Sweller, J.
- Affiliations
- UNSW Sydney (AU)
- Corresponding author
- Chandler, Paul
- Venue
- Educational Psychology
- Publisher
- Informa UK Limited
- Published
- 1997-09
- Volume
- 17
- Issue
- 3
- Pages
- 329-345
- ISSN
- 0144-3410 (ISSN-L)
- 1469-5820
- OpenAlex
- W2141959084
- Semantic Scholar
- 3bb0115cba2ebaed93c68f4755dbfc0ae5757aff
- Cited by
- 295
- References
- 19
- Citations by year
- 2026: 3 · 2025: 7 · 2024: 7 · 2023: 5 · 2022: 10 · 2021: 16 · 2020: 12 · 2019: 6 · 2018: 10 · 2017: 8 · 2016: 12 · 2015: 9 · 2014: 20 · 2013: 21 · 2012: 18
- FWCI
- 3.17
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychology (publishedVersion)
- Research Online (University of Wollongong) (submittedVersion)
- Funders
- Australian Research Council
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
- Social Sciences › Education › Online and Blended Learning
- Keywords
- visual indicators, audio-visual instruction, cognitive load theory, visual search, geometry teaching, instructional modality
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