Implementation Intentions for Improving Self-Regulation in Multimedia Learning: Why Don't They Work?

Learners face several self-regulatory challenges during multimedia learning: choosing adequate cognitive strategies (cognitive self-regulation), relying on their own learning abilities (motivational self-regulation), and investing sufficient effort (behavioral self-regulation). Implementation intentions (plans that help transform intentions into action) can support self-regulation. We expected that cognitive, motivational, or behavioral implementation intentions improved learning, compared to a control group. In a first experiment, we found weak evidence that cognitive and behavioral implementation intentions improved learning, whereas motivational implementation intentions reduced learning. However, replication failed in two follow-up experiments. Our findings contradict previous research and suggest that implementation intentions are not suitable to support multimedia learning. Future research should focus on possible boundary conditions that could account for the unexpected and unstable findings. [ABSTRACT FROM AUTHOR]