Proceedings of the Annual Meeting of the Cognitive Science Society

Successful performance during multimedia learning requiresaccurate metacognitive judgments. However, little researchhas investigated the influence of accurate metacognitivejudgments for different representations of information (e.g.,text and diagram) on performance during multimedialearning. As such, we investigated if participants’metacognitive judgments for text and diagrams (i.e., contentevaluations; CEs) were significantly related to increasedperformance and higher confidence during multimedialearning. Metacognitive judgments and performance measureswere collected from 48 undergraduate participants during 18randomized trials. Results using multilevel modelingindicated that participants’ CEs for text-based content weresignificantly predictive of performance. Results also showedthat accurate CEs for diagrams interacted with accuratemultiple-choice responses to predict higher retrospectiveconfidence judgments (i.e., higher confidence). Identifyingmetacognitive judgments predictive of increased performanceduring multimedia learning has important theoretical,conceptual, and analytical implications.