Reader-generated Illustrations - Applying Generative Theory to Multimedia Learning

K. Kiili (Finland)


Educational multimedia, generative theory, animation, cognitive load


This paper concerns the question of how information should be presented in instructional multimedia. The main objective of this study is to compare the effectiveness of reader-generated illustrations to use of single media and experimenter-provided multimedia elements such as animations. Finnish elementary school pupils (N=135) were divided into four experimental groups: animation, drawing, dragging and text group. Each group had differently designed multimedia learning material. The material that consisted of text and animations synchronized with audio narration was found most effective. Also, the group that generated their own illustrations by drawing performed very well. Drawing was found significantly more effective way of making reader-generated illustrations than dragging. In dragging condition participants formed illustrations by dragging elements to stage.

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