Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • 35 - The Learner Control Principle in Multimedia Learning

  • from Part VII - Principles Based on Generative Activity in Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara, Logan Fiorella, University of Georgia
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 418-429

  • Summary

    The learner control principle is that giving learners control over their instruction by allowing them to pace, sequence, and select information aids learning if learners possess high levels of prior knowledge and if they receive additional instructional support to orient themselves in the learning environment and to self-regulate their learning. Learner control has been suggested to afford an active, constructive processing of instruction, to increase and sustain the motivation to learn, to enhance the acquisition of self-regulatory skills, and to enable learners to adapt instruction to their preferences and needs. Despite these envisioned benefits, there is little empirical evidence supporting these claims, which is largely because these benefits are overwritten by the additional cognitive and metacognitive demands learner control imposes.