The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia
作者：
Highlights：
• A regular audio quality fostered learning compared to a disfluent audio quality.
• There was no interaction of spoken text quality and pacing (system vs. self-paced).
• Self-pacing led to longer learning times and fostered understanding.
• Self-pacing was particularly beneficial for learners with a high need for cognition.
• Self-pacing reduced the perceived difficulty of the instructional material.
摘要
•A regular audio quality fostered learning compared to a disfluent audio quality.•There was no interaction of spoken text quality and pacing (system vs. self-paced).•Self-pacing led to longer learning times and fostered understanding.•Self-pacing was particularly beneficial for learners with a high need for cognition.•Self-pacing reduced the perceived difficulty of the instructional material.
论文关键词：Multimedia learning,Cognitive load,Disfluency,Segmenting principle,Need for cognition
论文评审过程：Available online 27 March 2014.
论文官网地址：https://doi.org/10.1016/j.chb.2014.03.004
