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For Whom Is a Picture Worth a Thousand Words? Extensions of a Dual-Coding Theory of Multimedia Learning
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Journal of Educational Psychology Volume 86, Number 3, ISSN 0022-0663

Abstract

In 2 experiments, 162 high- and low-spatial ability students viewed a computer-generated animation and heard a concurrent or successive explanation. The concurrent group generated more creative solutions to transfer problems and demonstrated a contiguity effect consistent with dual-coding theory. (SLD)

Citation

Mayer, R.E. & Sims, V.K. (1994). For Whom Is a Picture Worth a Thousand Words? Extensions of a Dual-Coding Theory of Multimedia Learning. Journal of Educational Psychology, 86(3), 389-401. Retrieved May 28, 2020 from .

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