Lernergebnisse und individuelle Prozesse des Physik-Lernens mit auditiven und visuellen Hinweisen.

In the context of a video-based learning environment, the present study examined how to support learners by auditory and visual instructional cues in learning complex materials. Against the background of theories of multimedia learning, we analyzed the effects of cues on cognitive load, learning outcomes, and eye movements. In an experimental between-subjects design with pre- and post-test, 46 participants learned by the support of instructional visual (n = 23) or auditory (n = 23) cues. The learning environment consisted of diagrams of electrical circuits, which were used as cognitive tools for solving physical tasks. There were no significant differences in cognitive load and learning outcomes (.00 ≤ ηp2 ≤.08) between the experimental conditions. However, measures of cognitive load were significant predictors of the learning outcomes. In addition, there were significant influences of prior knowledge on retention (R 2 =.213) and transfer of knowledge (R 2 =.257). A qualitative study delved deeper into gaze pattern of persons with low and high prior knowledge. Here, we found similar effects for both modalities: learners with low prior knowledge tended to show a more detail-oriented gaze pattern towards single elements of the circuits and learners with high prior knowledge tended to show a gaze pattern towards the circuits as a whole. With regard to the differences in the gaze pattern depending on prior knowledge and the complexity of the learning object, both a temporal and an instructional adaptability of the learning environment for learners with low prior knowledge in both modalities appear meaningful. For future research, it seems to be useful to relate the processes and results of learning in terms of a mixed-method approach to gain deeper insight into the use and effects of instructional cueing. [ABSTRACT FROM AUTHOR]