Multimedia learning in social sciences: limitations of external graphical representations

In a series of six experimental studies, each consisting of three sub-studies, the central question was researched whether adding external graphical representations to printed or electronic learning materials improves retention and transfer scores. These studies research the degree of generalizability of Mayer's cognitive theory of multimedia learning (CTML) to the knowledge domain of the social sciences. The research hypotheses build on the assumption that this knowledge domain differs in the way instructional designers are able to develop adequate depictive external graphical representations. Earlier CTML-research was mostly carried out in the field of the natural sciences, where graphical representations are depictive in nature and/or where representations can be developed from existing or acquired iconic sign systems. The results indicate that alternative guidelines might need to be considered when learners study learning materials with external graphical representations that reflect low levels of repleteness and do not build on an iconic sign system previously mastered or acquired by the learners. The research results reveal that studying this type of representation does not result in higher test performance and does not result in lower levels of mental load.