Volitional Aspects of Multimedia Learning

Abstract

Research on multimedia learning has produced a vast body of findings which, however, are not yet being integrated into a comprehensive framework of reference. For a considerable time, cognitive centered approaches have dominated the literature. Although motivational variables are now being taken into account, there is still a large gap in regard to an adequate representation of motivation in multimedia learning. This is an important concern given the various challenges and obstacles, such as navigational problems, distractions, and cognitive overload, that learners have to face due to the very nature of hypermedia. A promising area of theory that can help concerning this matter is represented by volition, an old concept in the study of human motivation and action (James, 1902), which has been reestablished within recent developments in psychology, such as the theory of action control (Kuhl, 1984). In this article, a volitional framework to supplement the mostly cognitively-based research on multimedia learning is introduced to serve as a basis for critically reviewing and reinterpreting current research findings. In particular, the volitional framework is applied to common phenomena in multimedia such as in hyperspace, cognitive overload, and seductive details together with other obstacles to persistence and learning. In addition, several future directions in research on both theory and practical strategies based on the application of volitional strategies in multimedia learning are provided. ********** Peter, a 35-year-old product export supervisor in a large multinational corporation, is eligible for promotion, but it requires completion of a three-month intensive course. Usually this training is provided as a workshop at the company's south headquarters. Since costs have been rising considerably, general management decided to reduce course delivery costs and avoid having people away from work by introducing a self-directed multimedia-based course on CD-Rom with a user guide and Internet-interactions. Employees like Peter are now expected to complete this self-directed course on their own time. After three months they will receive a final exam, which will be an important factor in determining the promotion decision. At first, Peter is highly motivated to do the course. During the first days he works quite diligently and makes considerable progress. Then, in the second week, his motivation starts to wane because he has to fulfill other obligations. He tries to maintain his motivation to work through the CD, but other interests in his life are becoming stronger. As a result, Peter decreases his study time. The extensive freedom he has to decide, when, where, and how long he wants to work with the CD and Internet compared to being required to attend a class is apparently contributing to his vanishing motivation. Even though he had a strong desire to master the course because of the valuable benefits of the promotion, right now he is not able to protect his intention against competing tendencies. This overall phenomenon of problems with self-regulation in self-directed multimedia learning is accompanied by some inherent aspects of multimedia that can contribute to decreased motivation. For example, assume that a while after Peter starts exploring the CD with its Internet links he realizes that he does not know where he actually is or where he has come from and he has gotten confused about what he was actually looking for. Feelings of disorientation triggered by being lost in hyperspace arise. Moreover, some features of the CD are relatively complicated and thus require a lot of Peter's working memory. Even though the CD was distributed with the purpose to facilitate learning it also contributes to a higher amount of cognitive load (Sweller, 1994) on the learner compared to a traditional instructor-led workshop, because Peter has to manage his own learning. Another problematic issue pertains to attractive stimuli embedded in multimedia environments like Peter's CD. …