The impact of disfluency, pacing, and students need for cognition on learning with multimedia
A regular audio quality fostered learning compared to a disfluent audio quality. There was no interaction of spoken text quality and pacing (system vs. self-paced). Self-pacing led to longer learning times and fostered understanding. Self-pacing was particularly beneficial for learners with a high need for cognition. Self-pacing reduced the perceived difficulty of the instructional material.
disfluency need for cognition multimedia learning cognitive load segmenting principle