Please wait a minute...
Advances in Psychological Science    2013, Vol. 21 Issue (8) : 1430-1440     DOI: 10.3724/SP.J.1042.2013.01430
Regular Articles |
Attention Guidance in Multimedia Learning: The Role of Cueing
WANG Fuxing;DUAN Zhaohui;ZHOU Zongkui
(Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education; School of Psychology, Central China Normal University, Wuhan 430079, China)
Download: PDF(244 KB)  
Export: BibTeX | EndNote | Reference Manager | ProCite | RefWorks    
Abstract  As an important form of instructional design, cueing can guide learner’s attention, organize and integrate information in multimedia learning. In this article, we reviewed researches about the cueing effect in multimedia learning environment. It was found that cueing do play an important role in attention guiding. It can direct learners to focus on specific information and ignore the irrelevant interference of information. Thus, cueing can help the learners to integrate the figure-text information and improve the learning performance. But, the current studies on cue’s function lack convincing evidence. As for the impact on learning effect, although most of the results of empirical studies are positive, the diversity and the complexity of the learning material make the conclusion still inconsistent. At present, we explained the cueing effect from two theoretical perspectives: cognitive load theory and perceptual theory. It has found that adding cues did not significantly reduce the learners’ perceived subjective cognitive load. And from the perceptual processing perspective, cueing could attract the learner’s attention and make the visual searching more easily. Future studies still need to focus on the following issues: (a) do learners perceive the cues as relevant for learning? (b) we need to pay more attention to the diversity of learning materials and the differences between different types of cues, (c) the impact of learners’ experiences, (d) how to keep the validity of cueing in the instructional design.
Keywords cueing      multimedia learning      attention guidance      cognitive load      integration     
Corresponding Authors: ZHOU Zongkui   
Issue Date: 15 August 2013
E-mail this article
E-mail Alert
Articles by authors
WANG Fuxing
DUAN Zhaohui
ZHOU Zongkui
Cite this article:   
WANG Fuxing,DUAN Zhaohui,ZHOU Zongkui. Attention Guidance in Multimedia Learning: The Role of Cueing[J]. Advances in Psychological Science, 2013, 21(8): 1430-1440.
URL:     OR
[1] YU Xide, ZHANG Xiaojuan, LU Cheng, ZHU Yiyi, GAO Dingguo.  Sound influence eating or drinking behavior: Empirical progress and theoretical ideas[J]. Advances in Psychological Science, 2017, 25(6): 955-969.
[2] XIN Xin; REN Gui-Qin; LI Jin-Cai; TANG Xiao-Yu. The characteristics and mechanisms of audiovisual integration: Evidence from mismatch negativity[J]. Advances in Psychological Science, 2017, 25(5): 757-768.
[3] SUN Hailong; XING Qiang; LI Aimei. The influence of working memory on perceptual category learning: Problem and conception[J]. Advances in Psychological Science, 2017, 25(3): 424-430.
[4] YANG Wendeng; ZHANG Xiaoyuan. Common factors vs. specific ingredients in psychotherapy: Controversy and integration[J]. Advances in Psychological Science, 2017, 25(2): 253-264.
[5] WANG Fuxing; LI Wenjing; XIE Heping; LIU Huashan. Is pedagogical agent in multimedia learning good for learning? A meta-analysis[J]. Advances in Psychological Science, 2017, 25(1): 12-28.
[6] Cong Zhang; Lin Yang; Mingsha Zhang. Dynamic change of visual receptive field during visually-guided delay saccades in macaque posterior parietal cortex[J]. Advances in Psychological Science, 2016, 24(Suppl.): 16-.
[7] XIE Heping; WANG Fuxing; WANG Yuxin; An Jing. Does Harder-to-Read mean Better-to-Learn? Effects of Disfluency on Learning Outcomes[J]. Advances in Psychological Science, 2016, 24(7): 1077-1090.
[8] ZHANG Dongmei; LU Haidong; ZU Yatong. Expertise reversal effect from a cognitive load perspective[J]. Advances in Psychological Science, 2016, 24(4): 501-509.
[9] WANG Fuxing; XIE Heping; LI Hui. Visual text or narration? Meta-analysis of the modality effect in multimedia learning[J]. Advances in Psychological Science, 2016, 24(3): 335-350.
[10] XU Sheng; SONG Xiaolei. Joint Simon effect: Current research, influencing factors and theories[J]. Advances in Psychological Science, 2016, 24(3): 367-378.
[11] LI Songqing; ZHAO Qingbai; ZHOU Zhijin; ZHANG Yi. The Cognitive and Neural Mechanism of Text and Picture Processing in Multimedia Learning[J]. Advances in Psychological Science, 2015, 23(8): 1361-1370.
[12] WANG Ping; PAN Zhihui; ZHANG Lijie; CHEN Xuhai. The Integration of Dynamic Facial and Vocal Emotion and Its Neurophysiological Mechanism[J]. Advances in Psychological Science, 2015, 23(7): 1109-1117.
[13] ZHOU Aibao; ZHANG Yanchi; LIU Peiru; YIN Yulong; ZHANG Fen. Who am I ? ——Enfacement Illusion Based on Interpersonal Multisensory Stimulation[J]. Advances in Psychological Science, 2015, 23(2): 159-167.
[14] PAN Lu; QIAN Xiuying. Rhythm Perception and Interactions between Different Sensory Channels[J]. Advances in Psychological Science, 2015, 23(11): 1910-1919.
[15] LI Dan; YANG Zhongning. Spatial Navigation: The Relationship between Landmark Learning and Path Integration[J]. Advances in Psychological Science, 2015, 23(10): 1755-1762.
Full text



Copyright © Advances in Psychological Science
Support by Beijing Magtech