Prior Knowledge Principle in Multimedia Learning

This chapter summarizes research and theory concerned with the effects of learner prior knowledge on multimedia learning principles. In many situations, design principles that help low-knowledge learners may not help or even hinder high-knowledge learners. The main theoretical issue associated with the prior knowledge principle concerns the integration in working memory of instructional information with information held in long-term memory. The major implication for instructional design is the need to tailor instructional formats and procedures to changing levels of expertise. Essential future research directions include identifying instructional procedures that are optimal for different levels of expertise and developing viable instruments of cognitive diagnosis of schematic knowledge structures suitable for real-time online evaluation of learner progress.