Does Dual Coding as a Method of Presenting Information Positively Impact Upon the Capacity of Learners' Retrieval Over Time?

Does dual coding as a method of presenting information, positively impact upon the capacity of learners' retrieval over time?

Dual coding involves combining both visual cues and text, or audio when presenting information to learners. Baddley and Hitch (1974) suggested that in order to maximise storage of information into long-term memory, and to aid it’s retrieval via the working memory, we should provide learners with information which can stimulate both the visio-spatial sketchpad and the phonological loop. Furthermore, Sweller (1998) when establishing cognitive load theory posited that all processing of information takes place in the working memory, which has limited capacity. If this is the case, it may be that teaching that relies on the spoken word or text as a means of delivering information on its own, or at least for the majority of the time, may be an inefficient method of helping students to gain knowledge, and, perhaps more significantly, risks overwhelming the working memory. It is my intention to assess the impact employing dual coding can have upon the recall of learners developing their knowledge of the Year 12 A Level Physical Education Syllabus.

Baddeley, A.D. and Hitch, G. (1974) Working Memory. In: Bower, G.H., Ed., The Psychology of Learning and Motivation: Advances in Research and Theory, Academic Press, New York, 47-89.

Sweller, J., van Merrienboer, J. J. G. & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10 (3), 251-296.

Paul Rea (Research Champion, paul.rea@suffolkone.ac.uk)