Prior knowledge and mathematics different order thinking skills in multimedia learning

Abstract

This experimental study investigated prior knowledge and instructional visual aid on different mathematical order thinking skills of remembering, understanding and analyzing in multimedia learning. One hundred and twenty-three secondary school students was randomly assigned to a condition, in a 2 (prior knowledge: weaker vs stronger) x 2 (aid: with vs without) between subjects factorial design. In the experiment, the aid was evolved from variation theory and multiple representations and the materials were designed using multimedia learning principles. The results showed that the stronger group learned better on remembering, only the weaker group benefited from the aid on understanding, and the aid was more beneficial on analyzing. We suggest that multimedia presentation designs should take into account prior knowledge and order thinking. Limitations and future research are discussed.