Editing Dual coding theory (section)

== '''Evidence''' ==

Based on the theory proposed by Paivio, Mayer (1994) conducted two experiments to extend the dual coding theory of multimedia learning in terms of problem-solving ability and individual differences. The study results support the dual coding theory of multimedia learning's contiguity impact, and the contiguity effect was more substantial for students with greater spatial ability. This is due to the fact that individuals with good spatial abilities may more readily construct a visual representation base on animation when working memory resources are constrained. The students who participated in experiments had no corresponding prior experience, and students who received instructional material provided with both animated films and narratives outperformed those who received continuous presentations or no instruction on the problem-solving test. At the same time, it is clear that inexperienced students in a given domain also have strong contiguity effects because dual-channel learning compensates for the new knowledge difficulty of retrieval from long-term memory and the establishment of connections, while students with domain-specific expertise are able to complete retrieval in long-term memory on their own. In my opinion,  this definitely demonstrates the value of using DCT-based instructional media materials in assisting with knowledge transfer, and that there is a noticeable facilitation effect for transfer test questions that involve problem-solving. Especially for learners with great spatial abilities or no prior experience, the use of two-channel media resources enables a high level of interaction between the visual and verbal representations, aiding in learners’ understanding and retention of new information.