Volitional Aspects of Multimedia Learning

Deimann, Markus; Keller, John

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Volitional Aspects of Multimedia Learning

Deimann, M. & Keller, J. (2006). Volitional Aspects of Multimedia Learning. Journal of Educational Multimedia and Hypermedia, 15(2), 137-158. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/6140.

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Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 15, Issue 2, April 2006
Association for the Advancement of Computing in Education (AACE) Chesapeake, VA

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Table of Contents

Authors

Markus Deimann, Erfurt University, Germany; John Keller, Florida State University, United States

Abstract

Research on multimedia learning has produced a vast body of findings which, however, are not yet being integrated into a comprehensive framework of reference. For a considerable time, cognitive centered approaches have dominated the literature. Although motivational variables are now being taken into account, there is still a large gap in regard to an adequate representation of motivation in multimedia learning. This is an important concern given the various challenges and obstacles, such as navigational problems, distractions, and cognitive overload, that learners have to face due to the very nature of hypermedia. A promising area of theory that can help concerning this matter is represented by volition, an old concept in the study of human motivation and action (James, 1902), which has been reestablished within recent developments in psychology, such as the theory of action control (Kuhl, 1984). In this article, a volitional framework to supplement the mostly cognitively-based research on multimedia learning is introduced to serve as a basis for critically reviewing and reinterpreting current research findings. In particular, the volitional framework is applied to common phenomena in multimedia such as lost in hyperspace, cognitive overload, and seductive details together with other obstacles to persistence and learning. In addition, several future directions in research on both theory and practical strategies based on the application of volitional strategies in multimedia learning are provided.

Keywords

References

Astleitner, H., & Wiesner, C. (2004). An integrated model of multimedia learning and motivation. Journal of Educational Multimedia and Hypermedia, 13(1), 3-21.
Atkinson, R. K. (2002). Optimizing learning from examples using animated pedagogical agents. Journal of Educational Psychology, 94(2), 416-427.
Corno, L. (2001). Volitional aspects of self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement. Theoretical perspectives (pp. 191-226). Mahwah, N.J.: Lawrence Erlbaum.
Danielson, D. R. (2002). Web navigation and the behavioral effects of constantly visible site maps. Interacting with Computers, 14(5), 601-618.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
Dillon, A., & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68(3), 322-349.
Foss, C. L. (1989). Tools for reading and browsing hypertext. Information Processing and Management, 25(4), 407-418.
Garner, R., Gillingham, M. G., & White, C. S. (1989). Effects of “seductive details” on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6(1), 41-57.
Gollwitzer, P. M. (1999). Implementation intentions. Strong effects of simple plans. American Psychologist, 54(7), 493-503.
Gollwitzer, P. M., Fujita, K., & Oettingen, G. (2004). Planning and the implementation of goals. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook
James, W. (1902). The principles of psychology. New York: Holt.
Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Intstructional-design theories and models: An overview of their current status (pp. 383-434). Hillsdale, N.J.: Lawrence Erlbaum.
Keller, J. M. (2004). A predictive model of motivation, volition, and multimedia learning, Proceedings of the International Symposium and Conference, Educational Media in Schools (pp. 9-19): Osaka, Japan: Kansai University.
Kuhl, J. (1984). Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action control. In B. A. Maher
Kuhl, J. (1985). Volitional mediators of cognitive-behavior-consistency; self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckmann (Eds.), Action control. From cognition to behavior (pp. 101-128). Action control. From cognition to behavior (pp. 101-128). Action control. From cognition to behavior Berlin: Springer.
Kuhl, J. (1987). Action control: The maintenance of motivational states. In F. Halisch & J. Kuhl (Eds.), Motivation, intention and volition (pp. 279-291). Berlin: Springer.
Kuhl, J. (2000). The volitional basis of personality systems interaction theory: Applications in learning and treatment contexts. International Journal of Educational Research, 33(7-8), 665-703.
Kuhlen, R. (1991). Hypertext: Ein nicht-lineares Medium zwischen Buch und Wissensbank. Berlin: Springer.
Lawless, K. A., & Brown, S. W. (1997). Multimedia environments: Issues of learner control and navigation. Instructional Science, 25(2), 117-131.
Lee, S. H., & Boling, E. (1999). Screen design guidelines for motivation in interactive multimedia instruction: A survey and framework for designers. Educational Technology, 39(3), 19-26.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705-717.
Mayer, R. E. (2001). Multimedia learning. Cambridge, UK: Cambridge University Press.
Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2), 125-139.
Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187-198.
McClelland, D. C. (1985). Human motivation. Glenview, IL.: Scott, Foresman. Nielsen, J. (2000). Designing web usability. Indianapolis, IN: New Riders. Pintrich, P. R. (1999). Taking control of research on volitional control: Challenges for future theory and research. Learning & Individual Differences, 11(3), 335-351.
Pintrich, P. R., & Garcia, T. (1994). Self-regulated learning in college students: Knowledge, strategies, and motivation. In C. E. Weinstein (Ed.), Student motivation, cognition, and learning (pp. 113-134). Hilsdale, NJ: Lawrence Erlbaum.
Rapp, A. M., & Dresel, M. (2003). Man klickt alles durch ohne zu überlegen - Vorgehensweisen von Studenten beim Lernen mit neuen Medien. Paper presented at the 9.Tagung der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Bielefeld, Germany.
Thalheimer, W. (2004). Bells, whistles, neon, and purple pose: When interesting words, sounds, and visuals hurt learning and performance—a review of the seductive-augmentation research. Retrieved January 21, 2006, from www.work-learning.com/seductive_augmentations.htm
Trawick, L., & Corno, L. (1995). Expanding the volitional resources of urban community college students. New Directions for Teaching and Learning, 63, 57-70.
Valcke, M. (2002). Cognitive load: updating the theory? Learning and Instruction, 12(1), 147-154.
Visser, J., & Keller, J. M. (1990). The clinical use of motivational messages: An inquiry into the validity of the ARCS model of motivational design. Instructional Science, 19(6), 467-500.
Wolters, C. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189-205. Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement. Theoretical perspectives (pp. 1-38). Mahwah, NJ: Lawrence Erlbaum.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@editlib.org.

[1] Astleitner, H., & Wiesner, C. (2004). An integrated model of multimedia learning and motivation. Journal of Educational Multimedia and Hypermedia, 13(1), 3-21.

[2] Atkinson, R. K. (2002). Optimizing learning from examples using animated pedagogical agents. Journal of Educational Psychology, 94(2), 416-427.

[5] Corno, L. (2001). Volitional aspects of self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement. Theoretical perspectives (pp. 191-226). Mahwah, N.J.: Lawrence Erlbaum.

[6] Danielson, D. R. (2002). Web navigation and the behavioral effects of constantly visible site maps. Interacting with Computers, 14(5), 601-618.

[7] Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.

[8] Dillon, A., & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68(3), 322-349.

[9] Foss, C. L. (1989). Tools for reading and browsing hypertext. Information Processing and Management, 25(4), 407-418.

[10] Garner, R., Gillingham, M. G., & White, C. S. (1989). Effects of “seductive details” on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6(1), 41-57.

[12] Gollwitzer, P. M. (1999). Implementation intentions. Strong effects of simple plans. American Psychologist, 54(7), 493-503.

[13] Gollwitzer, P. M., Fujita, K., & Oettingen, G. (2004). Planning and the implementation of goals. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook

[14] James, W. (1902). The principles of psychology. New York: Holt.

[15] Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Intstructional-design theories and models: An overview of their current status (pp. 383-434). Hillsdale, N.J.: Lawrence Erlbaum.

[16] Keller, J. M. (2004). A predictive model of motivation, volition, and multimedia learning, Proceedings of the International Symposium and Conference, Educational Media in Schools (pp. 9-19): Osaka, Japan: Kansai University.

[17] Kuhl, J. (1984). Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action control. In B. A. Maher

[18] Kuhl, J. (1985). Volitional mediators of cognitive-behavior-consistency; self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckmann (Eds.), Action control. From cognition to behavior (pp. 101-128). Action control. From cognition to behavior (pp. 101-128). Action control. From cognition to behavior Berlin: Springer.

[19] Kuhl, J. (1987). Action control: The maintenance of motivational states. In F. Halisch & J. Kuhl (Eds.), Motivation, intention and volition (pp. 279-291). Berlin: Springer.

[20] Kuhl, J. (2000). The volitional basis of personality systems interaction theory: Applications in learning and treatment contexts. International Journal of Educational Research, 33(7-8), 665-703.

[21] Kuhlen, R. (1991). Hypertext: Ein nicht-lineares Medium zwischen Buch und Wissensbank. Berlin: Springer.

[22] Lawless, K. A., & Brown, S. W. (1997). Multimedia environments: Issues of learner control and navigation. Instructional Science, 25(2), 117-131.

[23] Lee, S. H., & Boling, E. (1999). Screen design guidelines for motivation in interactive multimedia instruction: A survey and framework for designers. Educational Technology, 39(3), 19-26.

[24] Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705-717.

[25] Mayer, R. E. (2001). Multimedia learning. Cambridge, UK: Cambridge University Press.

[26] Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2), 125-139.

[27] Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187-198.

[28] McClelland, D. C. (1985). Human motivation. Glenview, IL.: Scott, Foresman. Nielsen, J. (2000). Designing web usability. Indianapolis, IN: New Riders. Pintrich, P. R. (1999). Taking control of research on volitional control: Challenges for future theory and research. Learning & Individual Differences, 11(3), 335-351.

[29] Pintrich, P. R., & Garcia, T. (1994). Self-regulated learning in college students: Knowledge, strategies, and motivation. In C. E. Weinstein (Ed.), Student motivation, cognition, and learning (pp. 113-134). Hilsdale, NJ: Lawrence Erlbaum.

[30] Rapp, A. M., & Dresel, M. (2003). Man klickt alles durch ohne zu überlegen - Vorgehensweisen von Studenten beim Lernen mit neuen Medien. Paper presented at the 9.Tagung der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Bielefeld, Germany.

[33] Thalheimer, W. (2004). Bells, whistles, neon, and purple pose: When interesting words, sounds, and visuals hurt learning and performance—a review of the seductive-augmentation research. Retrieved January 21, 2006, from www.work-learning.com/seductive_augmentations.htm

[34] Trawick, L., & Corno, L. (1995). Expanding the volitional resources of urban community college students. New Directions for Teaching and Learning, 63, 57-70.

[35] Valcke, M. (2002). Cognitive load: updating the theory? Learning and Instruction, 12(1), 147-154.

[36] Visser, J., & Keller, J. M. (1990). The clinical use of motivational messages: An inquiry into the validity of the ARCS model of motivational design. Instructional Science, 19(6), 467-500.

[37] Wolters, C. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189-205. Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement. Theoretical perspectives (pp. 1-38). Mahwah, NJ: Lawrence Erlbaum.

Volitional Aspects of Multimedia Learning

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