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The more total cognitive load is reduced by cues, the better retention and transfer of multimedia learning: A meta-analysis and two meta-regression analyses

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  • Heping Xie
  • Fuxing Wang
  • Yanbin Hao
  • Jiaxue Chen
  • Jing An
  • Yuxin Wang
  • Huashan Liu

Abstract

Cueing facilitates retention and transfer of multimedia learning. From the perspective of cognitive load theory (CLT), cueing has a positive effect on learning outcomes because of the reduction in total cognitive load and avoidance of cognitive overload. However, this has not been systematically evaluated. Moreover, what remains ambiguous is the direct relationship between the cue-related cognitive load and learning outcomes. A meta-analysis and two subsequent meta-regression analyses were conducted to explore these issues. Subjective total cognitive load (SCL) and scores on a retention test and transfer test were selected as dependent variables. Through a systematic literature search, 32 eligible articles encompassing 3,597 participants were included in the SCL-related meta-analysis. Among them, 25 articles containing 2,910 participants were included in the retention-related meta-analysis and the following retention-related meta-regression, while there were 29 articles containing 3,204 participants included in the transfer-related meta-analysis and the transfer-related meta-regression. The meta-analysis revealed a statistically significant cueing effect on subjective ratings of cognitive load (d = −0.11, 95% CI = [−0.19, −0.02], p

Suggested Citation

  • Heping Xie & Fuxing Wang & Yanbin Hao & Jiaxue Chen & Jing An & Yuxin Wang & Huashan Liu, 2017. "The more total cognitive load is reduced by cues, the better retention and transfer of multimedia learning: A meta-analysis and two meta-regression analyses," PLOS ONE, Public Library of Science, vol. 12(8), pages 1-20, August.
    • Handle: RePEc:plo:pone00:0183884
    DOI: 10.1371/journal.pone.0183884
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