[P1] ポスター1 《注意, 発達・教育・学習》

[P1-06] Working memory and attention-guiding cues in multimedia learning

*Chihiro Suzuki¹, Michiko Nakamura¹ (1. Future University Hakodate)

Keywords:multimedia learning, attention-guiding cue, working memory

In multimedia learning, in which information is presented with words and pictures, insertion of cues that guide learners’ attention to relevant information is considered as an effective technique to enhance learning (Mayer, 214). The present study examined the effects of an attention-guiding cue (i.e., color-coding) and learner’s working memory capacity (WMC) on learning outcomes. Participants were divided into one of the WMC groups (high, low) based on the Automated Operation Span task, and randomly assigned to one of the ‘cueing’ conditions (color, no-color) for the learning session, during which they viewed an instructional video consisting of narration and illustrations. Results of the post-learning comprehension test showed an advantage of high-WMC learners over low-WMC learners. This suggests that high-WMC individuals have a greater ability to allocate attention to task-relevant information efficiently (Engle, 22) in the presence or absence of attention-guiding cues.