Do Multiple Representations Need Explanations? The Role of Verbal Guidance and Individual Differences in Multimedia Mathematics Learning

Roxana Moreno, Richard Durán
2004 Journal of Educational Psychology  
Elementary school children, some of whom were nonnative speakers of English, learned to add and subtract integers in a discovery-based multimedia game either with or without verbal guidance in English or optionally in Spanish (Groups G-verbal guidance and No-G-no verbal guidance, respectively). Group G members chose to listen to verbal explanations in their first language and showed larger posttest scores than Group No-G. High-computer-experience students in Group G outperformed the rest of the
more » ... students on training session scores and a transfer test. Longer latencies to respond to practice problems affected all learning measures positively. Results support the use of verbal guidance for discovery-based multimedia games and show that multimedia games may not be equally effective for all learners.
doi:10.1037/0022-0663.96.3.492 fatcat:g2c3ksgl7bcblcmodva4of4yja