Refuting student teachers’ misconceptions about multimedia learning

Abstract Prior research indicates that student teachers frequently have misconceptions about multimedia learning. Our experiment with N = 96 revealed that, in contrast to standard texts, refutation texts are effective address However, there seems be no added benefit of making “concessions” teachers’ prior beliefs (i.e., two-sided argumentation) texts. Moreover, did not promote the selection appropriate material. This study suggests addressing multimedia-learning should applied teacher education. Yet, further support needed aid application corrected knowledge.