ABSTRACT
The purpose of the study is to investigate whether multimedia lecture captures promote learning or lead to cognitive overload. In a classroom-based experiment, students received a lesson consisting of a multimedia lecture capture (with audio, video and presentation) or a paper lesson (with text and graphics). The lessons used the same words and graphics in the paper-based and the multimedia-based versions to give a description of the anatomical structure of the vertebral column. On subsequent retention assessments, the paper group performed significantly better than the multimedia group. This suggests care should be taken before replacing traditional paper based learning material with multimedia lecture capture material.
