Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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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 -