Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures
作者：
Highlights：
• Multimedia effects and modality effects were limited to immediate recall.
• A redundant presentation of text proved harmful for delayed performance.
• Reading comprehension did not moderate effects of multimedia design.
• High scientific-literacy learners showed a multimedia effect for delayed recall.
• Better cognitive prerequisites were associated with less forgetting over time.
摘要
•Multimedia effects and modality effects were limited to immediate recall.•A redundant presentation of text proved harmful for delayed performance.•Reading comprehension did not moderate effects of multimedia design.•High scientific-literacy learners showed a multimedia effect for delayed recall.•Better cognitive prerequisites were associated with less forgetting over time.
论文关键词：Multimedia effect,Modality effect,Redundancy effect,Delayed testing,Reading comprehension,Prerequisite knowledge,Scientific literacy
论文评审过程：Available online 30 October 2013.
论文官网地址：https://doi.org/10.1016/j.chb.2013.09.022
