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• W2915919673 abstract "It is well established that studying with (vs. without) visual illustrations as well as taking tests (vs. restudying) is beneficial for learning, but on which strategy should one put the efforts, or should they be combined for best learning? Eighty-eight upper secondary school students were given a brief lecture presented verbally (6 classes) or with the aid of a visual illustration (visuoverbal, 6 classes). The information was processed again by taking a memory test or by restudying. Recall and transfer tests were conducted after some few minutes and again after one week. The visuoverbal lecture resulted in better learning than verbal presentation only. A significant study strategy by retention interval interaction was found. However, this interaction was not qualified by a testing effect. Hence, taking tests (retrieval practice) did not lead to better learning than restudying. It was concluded that it is worthwhile to use visual illustrations in teaching. However, the present study did not reveal any synergistic effects from the combination of visuoverbal presentation and retrieval practice." @default.
• W2915919673 created "2019-03-02" @default.
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• W2915919673 date "2019-02-26" @default.
• W2915919673 modified "2023-10-16" @default.
• W2915919673 title "Multimedia learning trumps retrieval practice in psychology teaching" @default.
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• W2915919673 doi "https://doi.org/10.1111/sjop.12527" @default.
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