van Genuchten, E. , Scheiter, K. & Schüler, A.
Knowledge Media Research Center
The theoretical framework for multimedia learning (i.e., learning with text and pictures) is the Cognitive Theory of Multimedia Learning (CTML). Based on Baddeley’s working memory model, CTML states that information selected from text is processed in the phonological loop, whereas information selected from pictures is processed in the visuospatial sketchpad. We investigated this distinction empirically using a dual-task paradigm. Students learned from text and pictures while performing a secondary task that loaded either the phonological loop (i.e., articulatory suppression) or the visuospatial sketchpad (i.e., foot tapping). The preliminary results show that the phonological loop is involved during learning from text: performance on free recall, recall questions, and transfer questions concerning information in the text was impaired by articulatory suppression. The visuospatial sketchpad was also, although less strongly, involved during learning from pictures: performance on recall questions concerning information in the picture was impaired by foot tapping. Thus, these results corroborate the assumptions of CTML that working memory is involved in multimedia learning. They demonstrate that the distinction between phonological loop and visuospatial sketchpad also seems to be relevant when processing complex learning materials.