Effect of Temporal Arrangement on Multimedia Learning
Why this work is in the frame
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Bibliographic record
Abstract
The purpose of this study is to examine whether Multimedia learning theory (Mayer, 1997; Schnotz & Kürschner, 2007) holds true when images are the primary source of information and text information is secondary. I will test how temporal arrangement of audio and image presentations affects quality of learning in this situation. I hypothesize that when audio is played before or after the image participants will require increased cognitive processing to mentally integrate the two sources of information resulting in deeper learning and transfer of learning. On the other hand when audio is played while the image is shown, I hypothesize that participants with high prior knowledge of the subject will score lower than participants with low prior knowledge, because prior knowledge will interfere with knowledge from the two sources causing a redundancy effect. This experiment will lead to greater understanding of multimedia teaching and learning in classrooms as well as how it affects deeper learning.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it