HOW THE MULTIMEDIA COMMUNICATION OF STRATEGY CAN ENABLE MORE EFFECTIVE RECALL AND LEARNING

被引：5

作者：

Angwin, Duncan N. ^{[1
]}

Cummings, Stephen ^{[2
,3
]}

Daellenbach, Urs ^{[4
]}

机构：

[1] Univ Nottingham, Business Sch, Nottingham, England

[2] Victoria Univ Wellington, Strategy & Innovat, Wellington, New Zealand

[3] Victoria Univ Wellington, Atom Innovat Space, Wellington, New Zealand

[4] Victoria Univ Wellington, Management, Wellington, New Zealand

来源：

ACADEMY OF MANAGEMENT LEARNING & EDUCATION | 2019年 / 18卷 / 04期

关键词：

COGNITIVE-LOAD; MANAGEMENT EDUCATION; BALANCED SCORECARD; WORKING-MEMORY; SELF-REPORTS; KNOWLEDGE; INTEGRATION; STUDENTS; DESIGN; FORMAT;

D O I：

10.5465/amle.2018.0066

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Many claims have been made about the learning benefits of communicating strategies in multimedia picture-plus-text formats, rather than monomedia text-only formats. However, there is little theorization and empirical evidence to support these claims. Drawing upon cognitive load theory to develop learning-related hypotheses, this manuscript reports on a multicountry experiment that tests the effects of different modes of strategy communication on student learning. The results show the learning benefits to students of multimedia presentations of strategy and suggests how strategy professors should further encourage students to draw strategies in class.

引用

页码：527 / 546

页数：20