View in EDS

A Working Memory Reversal Effect on Design Principles? Evidence on Pauses in Video among Children

Saved in:
Bibliographic Details
Title: A Working Memory Reversal Effect on Design Principles? Evidence on Pauses in Video among Children
Language: English
Authors: Mathieu Pinelli, Salomé Cojean (ORCID 0000-0001-8788-7377)
Source: Education and Information Technologies. 2025 30(13):18955-18973.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Short Term Memory, Children, Video Technology, Intervals, Multimedia Instruction, Design, Recall (Psychology), Cognitive Tests, Learning Processes
DOI: 10.1007/s10639-025-13545-1
ISSN: 1360-2357
1573-7608
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480846
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1480846
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Working Memory Reversal Effect on Design Principles? Evidence on Pauses in Video among Children
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mathieu+Pinelli%22">Mathieu Pinelli</searchLink><br /><searchLink fieldCode="AR" term="%22Salomé+Cojean%22">Salomé Cojean</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8788-7377">0000-0001-8788-7377</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. 2025 30(13):18955-18973.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Intervals%22">Intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Tests%22">Cognitive Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10639-025-13545-1
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1360-2357<br />1573-7608
– 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1480846
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1480846
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10639-025-13545-1
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 18955
    Subjects:
      – SubjectFull: Short Term Memory
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Intervals
        Type: general
      – SubjectFull: Multimedia Instruction
        Type: general
      – SubjectFull: Design
        Type: general
      – SubjectFull: Recall (Psychology)
        Type: general
      – SubjectFull: Cognitive Tests
        Type: general
      – SubjectFull: Learning Processes
        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: Mathieu Pinelli
      – PersonEntity:
          Name:
            NameFull: Salomé Cojean
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1360-2357
            – Type: issn-electronic
              Value: 1573-7608
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 13
          Titles:
            – TitleFull: Education and Information Technologies
              Type: main
ResultId 1