caa a22 4500 445329548 CHVBK 20180317142733.0 cr unu---uuuuu 170323e20110901xx s 000 0 eng 10.1007/s10648-011-9168-5 doi (NATIONALLICENCE)springer-10.1007/s10648-011-9168-5 The Role of Working Memory in Multimedia Instruction: Is Working Memory Working During Learning from Text and Pictures? [Elektronische Daten] [Anne Schüler, Katharina Scheiter, Erlijn van Genuchten] A lot of research has focused on the beneficial effects of using multimedia, that is, text and pictures, for learning. Theories of multimedia learning are based on Baddeley's working memory model (Baddeley 1999). Despite this theoretical foundation, there is only little research that aims at empirically testing whether and more importantly how working memory contributes to learning from text and pictures; however, a more thorough understanding of how working memory limitations affect learning may help instructional designers to optimize multimedia instruction. Therefore, the goal of this review is to stimulate such empirical research by (1) providing an overview of the methodologies that can be applied to gain insights in working memory involvement during multimedia learning, (2) reviewing studies that have used these methodologies in multimedia research already, and (3) discussing methodological and theoretical challenges of such an approach as well as the usefulness of working memory to explain learning with multimedia. Springer Science+Business Media, LLC, 2011 Multimedia learning nationallicence Working memory nationallicence Cognitive Theory of Multimedia Learning nationallicence Cognitive Load Theory nationallicence Dual-task methodology nationallicence Working memory capacity nationallicence Schüler Anne Knowledge Media Research Center, Konrad-Adenauer-Strasse 40, 72072, Tübingen, Germany aut Scheiter Katharina Knowledge Media Research Center, Konrad-Adenauer-Strasse 40, 72072, Tübingen, Germany aut van Genuchten Erlijn Knowledge Media Research Center, Konrad-Adenauer-Strasse 40, 72072, Tübingen, Germany aut Educational Psychology Review Springer US; http://www.springer-ny.com 23/3(2011-09-01), 389-411 1040-726X 23:3<389 2011 23 10648 https://doi.org/10.1007/s10648-011-9168-5 text/html Onlinezugriff via DOI 1 review-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10648-011-9168-5 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Schüler Anne Knowledge Media Research Center, Konrad-Adenauer-Strasse 40, 72072, Tübingen, Germany aut NATIONALLICENCE 700 1- Scheiter Katharina Knowledge Media Research Center, Konrad-Adenauer-Strasse 40, 72072, Tübingen, Germany aut NATIONALLICENCE 700 1- van Genuchten Erlijn Knowledge Media Research Center, Konrad-Adenauer-Strasse 40, 72072, Tübingen, Germany aut NATIONALLICENCE 773 0- Educational Psychology Review Springer US; http://www.springer-ny.com 23/3(2011-09-01), 389-411 1040-726X 23:3<389 2011 23 10648 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer