Mental models and effects of presentation and retrieval cue codality in multimedia learning

The cognitive processing of pictorial information in acquiring knowledge is one of the major topics in the present discussion about learning with mult imedia. However, the availability of the knowledge acquired depending on di fferent codalities of retrieval cues have been less examined. In two experi mental two-group-studies with n(1) = 42 and n(2) = 40 participants, two var iants of a multimedia training system, that differed in the codality of the learning material (picture vs. text), were compared. The acquisition of de clarative knowledge which did not require mental model construction and the acquisition of procedural knowledge which demanded the use of mental model s were tested by criterion-referenced tests. The procedural knowledge test was composed of two subtests, differing in the codality of test items (pict ure vs. text). As expected, the results show no differences in the acquisit ion of declarative knowledge. Concerning the acquisition of procedural know ledge, however, we found that pictorial presentation of information support ed knowledge acquisition when test items were also presented in pictorial f orm. The results lead to the assumption that the effects of different infor mation codalities on knowledge aquisition have to be considered as an effec t of the interaction between presentation and retrieval cue codality.