Conversational narration style produces a large effect on learning from multimedia instruction, likely via social partnership¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Using conversational rather than formal language during multimedia instruction has been shown to have a large effect on students' learning, perhaps because it fosters a sense of social partnership with the narrator. → Brame Cynthia J 2016

Evidence¶

Brame Cynthia J 2016¶

Brame Cynthia J. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE—Life Sciences Education. https://doi.org/10.1187/cbe.16-03-0125

q2 · i? · review · r2

The essay reports, citing Mayer (2008), the personalization principle: "conversational rather than formal language during multimedia instruction has been shown to have a large effect". The essay also notes engagement increases with faster, enthusiastic narration, citing Guo et al. (2014).

"the use of conversational rather than formal language during multimedia instruction has been shown to have a large effect on students’ learning, perhaps because a conversational style encourages students to develop a sense of social partnership with the narrator"

Discussion¶

Related Claims¶

• Generative processing principles: words with pictures and conversational-style words improve transfer over words alone and formal style — related
• The number of conversational turns is more closely associated with children's language skills and language-related brain function than the raw number of words heard, regardless of family income or education. — related
• The review reports no evidence that the mere visual presence of a human-like body produces distinct effects, though likeable appearance improves motivation and transfer — related