Abstract
The visuospatial processor of working memory is used for manipulations of visual and spatial information, such as mental rotation and mental folding, and consequently plays an essential role in learning from static and dynamic visualisations in multimedia materials. Learners showing low scores in tests of visuospatial abilities (e.g., mental rotation tests) tend to show low scores in tests of multimedia content, especially if these multimedia include a high total cognitive load. However, since there are several visuospatial processing abilities, the specific relationship between a certain ability and learning a certain multimedia task is not always clear. In this review chapter we provide examples of studies where the visuospatial ability investigated was not directly related to the multimedia learning task, as well as studies in which there was a more direct relationship. We argue that future research should explore more direct links between different visuospatial abilities and particular multimedia learning tasks.
| Original language | English |
|---|---|
| Title of host publication | Advances in cognitive load theory: Rethinking teaching |
| Editors | Sharon Tindall-Ford, Shirley Agostinho, John Sweller |
| Place of Publication | London, UK |
| Publisher | Routledge |
| Chapter | 8 |
| Pages | 89-99 |
| ISBN (Print) | 9780429283895 |
| DOIs | |
| Publication status | Published - 2020 |
| Externally published | Yes |
