A working memory reversal effect on design principles? Evidence on pauses in video among children.
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| Title: | A working memory reversal effect on design principles? Evidence on pauses in video among children. |
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| Authors: | Pinelli, Mathieu1 (AUTHOR), Cojean, Salomé1 (AUTHOR) salome.cojean@univ-grenoble-alpes.fr |
| Source: | Education & Information Technologies. Aug2025, Vol. 30 Issue 13, p18955-18973. 19p. |
| Subject Terms: | *Cognitive load, *Instructional films, *Teaching methods, *School children, *Outcome assessment (Education), *Memory span, *Short-term memory |
| Abstract: | In the field of multimedia learning, instructional videos have become a widely used tool to facilitate knowledge acquisition across various educational contexts. However, designing these videos effectively is critical to enhancing learning outcomes and minimizing cognitive overload. To address this challenge, researchers have developed design principles aimed at optimizing how information is presented to learners. However, while the limited capacity of Working Memory (WM) is the central to the effectiveness of design principles, learners' Working Memory Capacity (WMC) has only been considered in a few studies. Previous findings in the literature suggest a WM reversal effect, for which the current study aims to provide evidence: recommendations from design principles are only beneficial for low-WMC learners and may even be detrimental for high-WMC learners. A focus is made on the design principle of imposed pauses in videos. Forty-seven children took a WMC test before watching a 7-minute instructional video. They were randomly assigned to one of two conditions: the video either included imposed pauses or did not. As expected, the results showed that the benefits of imposed pauses on learning performance depend on WMC. Children with low WMC had better learning outcomes when pauses were imposed, while the imposed pauses had no effect on high-WMC learners. This study demonstrates the importance of WMC in the effect of imposed pauses on learning among children. Design recommendations regarding pauses in videos should specify that the beneficial effect of imposed pauses depends on learners' WMC. Further research on the WM reversal effect should explore other design principles. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Information Technologies is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187434417 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A working memory reversal effect on design principles? Evidence on pauses in video among children. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pinelli%2C+Mathieu%22">Pinelli, Mathieu</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cojean%2C+Salomé%22">Cojean, Salomé</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> salome.cojean@univ-grenoble-alpes.fr</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+%26+Information+Technologies%22">Education & Information Technologies</searchLink>. Aug2025, Vol. 30 Issue 13, p18955-18973. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+films%22">Instructional films</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome+assessment+%28Education%29%22">Outcome assessment (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Memory+span%22">Memory span</searchLink><br />*<searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In the field of multimedia learning, instructional videos have become a widely used tool to facilitate knowledge acquisition across various educational contexts. However, designing these videos effectively is critical to enhancing learning outcomes and minimizing cognitive overload. To address this challenge, researchers have developed design principles aimed at optimizing how information is presented to learners. However, while the limited capacity of Working Memory (WM) is the central to the effectiveness of design principles, learners' Working Memory Capacity (WMC) has only been considered in a few studies. Previous findings in the literature suggest a WM reversal effect, for which the current study aims to provide evidence: recommendations from design principles are only beneficial for low-WMC learners and may even be detrimental for high-WMC learners. A focus is made on the design principle of imposed pauses in videos. Forty-seven children took a WMC test before watching a 7-minute instructional video. They were randomly assigned to one of two conditions: the video either included imposed pauses or did not. As expected, the results showed that the benefits of imposed pauses on learning performance depend on WMC. Children with low WMC had better learning outcomes when pauses were imposed, while the imposed pauses had no effect on high-WMC learners. This study demonstrates the importance of WMC in the effect of imposed pauses on learning among children. Design recommendations regarding pauses in videos should specify that the beneficial effect of imposed pauses depends on learners' WMC. Further research on the WM reversal effect should explore other design principles. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education & Information Technologies is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10639-025-13545-1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 18955 Subjects: – SubjectFull: Cognitive load Type: general – SubjectFull: Instructional films Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: School children Type: general – SubjectFull: Outcome assessment (Education) Type: general – SubjectFull: Memory span Type: general – SubjectFull: Short-term memory Type: general Titles: – TitleFull: A working memory reversal effect on design principles? Evidence on pauses in video among children. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pinelli, Mathieu – PersonEntity: Name: NameFull: Cojean, Salomé IsPartOfRelationships: – BibEntity: Dates: – D: 20 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 13602357 Numbering: – Type: volume Value: 30 – Type: issue Value: 13 Titles: – TitleFull: Education & Information Technologies Type: main |
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