Journal article

Publication year: 2022

Pages: 89-110

Journal: Instructional Science

Volume number: 50

Issue number: 1

ISSN: 0020-4277

eISSN: 1573-1952

Open access status: Hybrid

DOI Link: https://doi.org/10.1007/s11251-021-09568-z

Publisher: Springer

Abstract: 
Prior research indicates that student teachers frequently have misconceptions about multimedia learning. Our experiment with N = 96 student teachers revealed that, in contrast to standard texts, refutation texts are effective to address misconceptions about multimedia learning. However, there seems to be no added benefit of making "concessions" to student teachers' prior beliefs (i.e., two-sided argumentation) in refutation texts. Moreover, refutation texts did not promote the selection of appropriate multimedia material. This study suggests that refutation texts addressing multimedia-learning misconceptions should be applied in teacher education. Yet, further support seems needed to aid the application of the corrected knowledge.

Harvard Citation style: Prinz, A., Kollmer, J., Flick, L., Renkl, A. and Eitel, A. (2022) Refuting student teachers' misconceptions about multimedia learning, Instructional Science, 50(1), pp. 89-110. https://doi.org/10.1007/s11251-021-09568-z

APA Citation style: Prinz, A., Kollmer, J., Flick, L., Renkl, A., & Eitel, A. (2022). Refuting student teachers' misconceptions about multimedia learning. Instructional Science. 50(1), 89-110. https://doi.org/10.1007/s11251-021-09568-z