Multimedia: Differences in Cognitive Processes Observed with EEG
This study investigated the cognitive processes involved in learning information presented in multimedia and text format using electroencephalographic (EEG) measures. Thirty-eight students (19 gifted, and 19 average) learned material presented with text (TEXT); text, sound, and picture (PICTURE); an...
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| Veröffentlicht in: | Educational technology research and development 1999-01, Vol.47 (3), p.5-14 |
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| description | This study investigated the cognitive processes involved in learning information presented in multimedia and text format using electroencephalographic (EEG) measures. Thirty-eight students (19 gifted, and 19 average) learned material presented with text (TEXT); text, sound, and picture (PICTURE); and text, sound and video (VIDEO), while their EEG was recorded. Alpha power, which is inversely related to mental effort, was analyzed. For the TEXT presentation, the alpha power measures showed higher amplitudes (less mental activity) over the occipital and temporal lobes, and less alpha power (higher mental activity) over the frontal lobes. The results support the assumption that the VIDEO and PICTURE presentations induced visualization strategies, whereas the TEXT presentation mainly generated processes related to verbal processing. The results further showed that gifted students displayed less mental activity during all three formats of presentation. These differences were especially pronounced for the VIDEO format. No gender-related differences in EEG patterns related to the format of presentation were observed. |
| doi_str_mv | 10.1007/bf02299630 |
| format | Article |
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Thirty-eight students (19 gifted, and 19 average) learned material presented with text (TEXT); text, sound, and picture (PICTURE); and text, sound and video (VIDEO), while their EEG was recorded. Alpha power, which is inversely related to mental effort, was analyzed. For the TEXT presentation, the alpha power measures showed higher amplitudes (less mental activity) over the occipital and temporal lobes, and less alpha power (higher mental activity) over the frontal lobes. The results support the assumption that the VIDEO and PICTURE presentations induced visualization strategies, whereas the TEXT presentation mainly generated processes related to verbal processing. The results further showed that gifted students displayed less mental activity during all three formats of presentation. These differences were especially pronounced for the VIDEO format. 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Thirty-eight students (19 gifted, and 19 average) learned material presented with text (TEXT); text, sound, and picture (PICTURE); and text, sound and video (VIDEO), while their EEG was recorded. Alpha power, which is inversely related to mental effort, was analyzed. For the TEXT presentation, the alpha power measures showed higher amplitudes (less mental activity) over the occipital and temporal lobes, and less alpha power (higher mental activity) over the frontal lobes. The results support the assumption that the VIDEO and PICTURE presentations induced visualization strategies, whereas the TEXT presentation mainly generated processes related to verbal processing. The results further showed that gifted students displayed less mental activity during all three formats of presentation. These differences were especially pronounced for the VIDEO format. 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JAUSOVEC, N</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c307t-212b747581d844ee3167562684f2f6b33f0a778598a97267e3a6d26540d1b1f83</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1999</creationdate><topic>Academically Gifted</topic><topic>Audiovisual instruction</topic><topic>Brain</topic><topic>Brain research</topic><topic>Coding</topic><topic>Coding theory</topic><topic>Cognition & reasoning</topic><topic>Cognitive Processes</topic><topic>Computers</topic><topic>Control Groups</topic><topic>Conventional Instruction</topic><topic>Creativity</topic><topic>Critical Thinking</topic><topic>Education</topic><topic>Education and psychology</topic><topic>Educational Improvement</topic><topic>Educational psychology</topic><topic>Educational sciences</topic><topic>Electrodes</topic><topic>Electroencephalography</topic><topic>Epistemology</topic><topic>Frontal lobe</topic><topic>Gender Differences</topic><topic>Gifted</topic><topic>Individual Differences</topic><topic>Intelligence</topic><topic>Learning</topic><topic>Multimedia</topic><topic>Multimedia Instruction</topic><topic>Multimedia materials</topic><topic>Prior Learning</topic><topic>Psychology and learning</topic><topic>Scalp</topic><topic>Semantics</topic><topic>Spatial Ability</topic><topic>Stimuli</topic><topic>Students</topic><topic>Teachers</topic><topic>Teaching Methods</topic><topic>Thinking Skills</topic><topic>Video Technology</topic><topic>Visualization</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>GERLIC, V</creatorcontrib><creatorcontrib>JAUSOVEC, N</creatorcontrib><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Education Database</collection><collection>Psychology Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>Educational technology research and development</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>GERLIC, V</au><au>JAUSOVEC, N</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Multimedia: Differences in Cognitive Processes Observed with EEG</atitle><jtitle>Educational technology research and development</jtitle><date>1999-01-01</date><risdate>1999</risdate><volume>47</volume><issue>3</issue><spage>5</spage><epage>14</epage><pages>5-14</pages><issn>1042-1629</issn><eissn>1556-6501</eissn><coden>ETRDE5</coden><abstract>This study investigated the cognitive processes involved in learning information presented in multimedia and text format using electroencephalographic (EEG) measures. Thirty-eight students (19 gifted, and 19 average) learned material presented with text (TEXT); text, sound, and picture (PICTURE); and text, sound and video (VIDEO), while their EEG was recorded. Alpha power, which is inversely related to mental effort, was analyzed. For the TEXT presentation, the alpha power measures showed higher amplitudes (less mental activity) over the occipital and temporal lobes, and less alpha power (higher mental activity) over the frontal lobes. The results support the assumption that the VIDEO and PICTURE presentations induced visualization strategies, whereas the TEXT presentation mainly generated processes related to verbal processing. The results further showed that gifted students displayed less mental activity during all three formats of presentation. These differences were especially pronounced for the VIDEO format. No gender-related differences in EEG patterns related to the format of presentation were observed.</abstract><cop>Heidelberg</cop><pub>Association for Educational Communications and Technology</pub><doi>10.1007/bf02299630</doi><tpages>10</tpages></addata></record> |
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| subjects | Academically Gifted Audiovisual instruction Brain Brain research Coding Coding theory Cognition & reasoning Cognitive Processes Computers Control Groups Conventional Instruction Creativity Critical Thinking Education Education and psychology Educational Improvement Educational psychology Educational sciences Electrodes Electroencephalography Epistemology Frontal lobe Gender Differences Gifted Individual Differences Intelligence Learning Multimedia Multimedia Instruction Multimedia materials Prior Learning Psychology and learning Scalp Semantics Spatial Ability Stimuli Students Teachers Teaching Methods Thinking Skills Video Technology Visualization |
| title | Multimedia: Differences in Cognitive Processes Observed with EEG |
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