The Effect of Cognitive Aging on Multimedia Learning: An Investigation of the Cognitive Aging Principle

If not designed in consideration to the workings of the human mind, multimedia learning environments can impose too high a demand on working memory. While such high cognitive load presents challenges for learners of all ages, older learners may be particularly affected as research on cognitive aging has shown the efficiency of working memory declines with age. Research has suggested that cognitive load theory and the cognitive theory of multimedia learning are likely to accommodate the cognitive needs of older learners; few of the principles emerging from these theories, however, have been examined in the context of cognitive aging. This study contributes to research on the cognitive aging principle. Participants were exposed to multimedia learning treatments presented as animation with concurrent narration and concurrent text, followed by retention, concept, and transfer tests of multimedia learning. The findings were in line with prior studies investigating the cognitive aging principle. This study should be of particular significance to educational researchers and practitioners within the instructional design community.