Test-taker abilities and prior knowledge show inconsistent moderating effects on multimedia testing effects¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A slightly greater proportion of studies indicate student ability level is not a significant moderator of multimedia effects in testing. → Schewior 2024 q2 i? Some findings suggest moderating influence: lower-track students and those with lower prior knowledge benefited more from representational pictures. → Schewior 2024 (2)

Evidence¶

Schewior 2024¶

Schewior, L., & Lindner, M. A. (2024). Revisiting Picture Functions in Multimedia Testing: A Systematic Narrative Review and Taxonomy Extension. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09883-0

q2 · i? · review · r3

The review reports that most studies found no significant moderating effect of arithmetical abilities, cognitive abilities, or reading abilities on multimedia testing effects across picture types.

"A slightly greater proportion of studies in our database indicate that the level of student abilities is not a significant moderator of multimedia effects in testing"

Schewior 2024 (2)¶

Schewior, L., & Lindner, M. A. (2024). Revisiting Picture Functions in Multimedia Testing: A Systematic Narrative Review and Taxonomy Extension. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09883-0

q2 · i? · review · r3

Two studies found lower-track students particularly benefited from representational pictures, and Ehrhart and Lindner (2023) suggested stronger RP effects for students with low to medium prior knowledge, though the review notes heterogeneity in operationalizations makes interpretation difficult.

"Students from lower-track schools, who, on average, have lower cognitive skills than students from higher-track schools, were particularly affected from (representational) pictures in two studies"

Discussion¶

Related Claims¶

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