The Role of Individual Differences in Attention in Multimedia Learning Across Different Age Groups

Abstract

The rapid integration of multimedia and interactive features into educational tools has revolutionized classroom learning, yet understanding their optimal use remains a challenge. This dissertation investigates the interplay between individual differences in core cognitive functions and multimedia learning across various age groups, with a focus on mitigating cognitive overload and enhancing learning outcomes. Relying on the Cognitive Theory of Multimedia Learning (CTML) and related frameworks, we systematically examine the impact of multimedia elements, interactive features, and individual factors such as working memory capacity and attention mechanisms on information processing and retention. The research comprises six studies, including experiments with preschoolers, elementary school students, high school students, and university students, to identify age-specific challenges and strategies for effective multimedia learning. Key findings highlight the significance of temporal synchronization, content congruence, and the controlled use of interactive elements in preventing cognitive overload. Additionally, individual differences in cognitive capacity and attentional mechanisms emerge as critical factors influencing the success of multimedia-based learning. Our results highlight the necessity of tailoring educational tools to the developmental stage and cognitive capacities of learners. The dissertation offers empirically grounded recommendations for designing digital learning environments that optimize interactivity and multimedia integration, ensuring effective knowledge acquisition across diverse learner groups.