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One size does not fit all: older adults benefit from redundant text in multimedia instruction

机译:一种尺寸并不适合所有人:老年人可以从多媒体教学中的冗余文本中受益

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摘要

The multimedia design of presentations typically ignores that younger and older adults have varying cognitive strengths and weaknesses. We examined whether differential instructional design may enhance learning in these populations. Younger and older participants viewed one of three computer-based presentations: Audio only (narration), Redundant (audio narration with redundant text), or Complementary (audio narration with non-redundant text and images). Younger participants learned better when audio narration was paired with relevant images compared to when audio narration was paired with redundant text. However, older participants learned best when audio narration was paired with redundant text. Younger adults, who presumably have a higher working memory capacity (WMC), appear to benefit more from complementary information that may drive deeper conceptual processing. In contrast, older adults learn better from presentations that support redundant coding across modalities, which may help mitigate the effects of age-related decline in WMC. Additionally, several misconceptions of design quality appeared across age groups: both younger and older participants positively rated less effective designs. Findings suggest that one-size does not fit all, with older adults requiring unique multimedia design tailored to their cognitive abilities for effective learning.
机译:演示文稿的多媒体设计通常会忽略年轻人和老年人具有不同的认知优势和劣势。我们研究了差异教学设计是否可以增强这些人群的学习能力。年龄较小的参与者观看了以下三个基于计算机的演示文稿之一:仅音频(旁白),冗余(带有冗余文本的音频旁白)或互补(带有非冗余文本和图像的音频旁白)。与音频旁白与多余文本配对相比,年轻的参与者在将音频旁白与相关图像配对时学得更好。但是,当音频旁白与多余的文本配对时,年长的参与者学习得最好。可能具有更高工作记忆能力(WMC)的年轻人似乎可以从补充信息中受益更多,这些信息可能会推动更深入的概念处理。相反,老年人从支持跨模式冗余编码的演示文稿中学习得更好,这可能有助于减轻与年龄相关的WMC下降的影响。此外,跨年龄段的设计质量也出现了一些误解:年龄较小的参与者都对无效的设计给予了积极的评价。研究结果表明,单一尺寸并不适合所有人,而老年人则需要针对其认知能力量身定制的独特多媒体设计,以实现有效学习。

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