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How the multimedia communication of strategy can enable more effective recall and learning

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How the multimedia communication of strategy can enable more effective recall and learning. / Angwin, Duncan; Cummings, Stephen; Daellenbach, Urs.

In: Academy of Management Learning and Education, Vol. 18, No. 4, 01.12.2019, p. 527-546.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Angwin, D, Cummings, S & Daellenbach, U 2019, 'How the multimedia communication of strategy can enable more effective recall and learning', Academy of Management Learning and Education, vol. 18, no. 4, pp. 527-546. https://doi.org/10.5465/amle.2018.0066

APA

Angwin, D., Cummings, S., & Daellenbach, U. (2019). How the multimedia communication of strategy can enable more effective recall and learning. Academy of Management Learning and Education, 18(4), 527-546. https://doi.org/10.5465/amle.2018.0066

Vancouver

Angwin D, Cummings S, Daellenbach U. How the multimedia communication of strategy can enable more effective recall and learning. Academy of Management Learning and Education. 2019 Dec 1;18(4):527-546. Epub 2019 Jul 31. doi: 10.5465/amle.2018.0066

Author

Angwin, Duncan ; Cummings, Stephen ; Daellenbach, Urs. / How the multimedia communication of strategy can enable more effective recall and learning. In: Academy of Management Learning and Education. 2019 ; Vol. 18, No. 4. pp. 527-546.

Bibtex

@article{1a47fde1cebd4baeaf45397d043d0a95,
title = "How the multimedia communication of strategy can enable more effective recall and learning",
abstract = "Many claims have been made about the learning benefits of communicating strategies in multi-media picture plus text formats, rather than mono-media 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 multi-country experiment that tests the effects of different modes of strategy communication on student learning. The results show the learning benefits to students of multi-media presentations of strategy and suggests how strategy professors should further encourage students to draw strategies in class.",
author = "Duncan Angwin and Stephen Cummings and Urs Daellenbach",
year = "2019",
month = dec,
day = "1",
doi = "10.5465/amle.2018.0066",
language = "English",
volume = "18",
pages = "527--546",
journal = "Academy of Management Learning and Education",
issn = "1537-260X",
publisher = "George Washington University",
number = "4",

}

RIS

TY - JOUR

T1 - How the multimedia communication of strategy can enable more effective recall and learning

AU - Angwin, Duncan

AU - Cummings, Stephen

AU - Daellenbach, Urs

PY - 2019/12/1

Y1 - 2019/12/1

N2 - Many claims have been made about the learning benefits of communicating strategies in multi-media picture plus text formats, rather than mono-media 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 multi-country experiment that tests the effects of different modes of strategy communication on student learning. The results show the learning benefits to students of multi-media presentations of strategy and suggests how strategy professors should further encourage students to draw strategies in class.

AB - Many claims have been made about the learning benefits of communicating strategies in multi-media picture plus text formats, rather than mono-media 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 multi-country experiment that tests the effects of different modes of strategy communication on student learning. The results show the learning benefits to students of multi-media presentations of strategy and suggests how strategy professors should further encourage students to draw strategies in class.

U2 - 10.5465/amle.2018.0066

DO - 10.5465/amle.2018.0066

M3 - Journal article

VL - 18

SP - 527

EP - 546

JO - Academy of Management Learning and Education

JF - Academy of Management Learning and Education

SN - 1537-260X

IS - 4

ER -