Related prior knowledge is the single most powerful influence mediating subsequent learning, so multimedia should layer information by complexity¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 1993 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Related prior knowledge is the single most powerful influence in mediating subsequent learning, implying that interactive multimedia should layer information to accommodate multiple levels of complexity and differences in prior knowledge. → Innwoo Park and Michael J. Hannafin 1993

Evidence¶

Innwoo Park and Michael J. Hannafin 1993¶

Innwoo Park and Michael J. Hannafin. (1993). Empirically-Based Guidelines for the Design of Interactive Multimedia. Educational Technology Research and Development, Vol. 41, No. 3, pp. 63-85. http://www.jstor.org/stable/30218388

q2 · i? · review · r2

The review asserts, citing Ausubel's cognitive-structure theory and schema research, that "Related prior knowledge is the single most powerful influence in mediating subsequent learning." When schemata are rich, learners relate and integrate new knowledge; when insufficient, little assists integration. The stated design implication is to "Layer information to accommodate multiple levels of complexity and accommodate differences in related prior knowledge."

"Related prior knowledge is the single most powerful influence in mediating subsequent learning."

Discussion¶

Related Claims¶

• In the exploratory recall analysis, participants with relatively high domain knowledge showed better recall performance than participants with relatively low domain knowledge. — related
• Cognitive Load Management — related
• Design principle effects are larger in system-paced and in complex media, and learner prior knowledge was not a significant moderator (p = 0.14) — reports the opposite