In this study, we present the newly developed Misconceptions about Multimedia Learning Questionnaire (MMLQ), we evaluate its psychometric properties (item difficulties, scale reliabilities, and internal structure), and we use it to examine the prevalence of four different misconceptions about multimedia learning in student teachers and teachers. A total of 311 participants (176 teachers and 135 student teachers) responded to the items of the MMLQ. The results revealed moderate reliabilities of the MMLQ scales. Moreover, an a priori assumed four-factor structure of misconceptions about multimedia learning was most compatible with teachers’ and student teachers’ answers to the MMLQ items. These four factors were learning styles (multimedia instruction needs to be adapted to students’ learning styles [visual or auditory]), hemispheric isolation (multimedia instruction enables hemispheric communication), naïve summation (multimedia instruction is more effective the more sensory channels are used), and motivation primacy (multimedia instruction is mainly effective because it is motivating). The majority of teachers and student teachers endorsed three of the four misconceptions about multimedia learning (i.e., learning styles [78.1%], hemispheric isolation [58.8%], and naïve summation [81.4%]) as assessed by the MMLQ. This finding may provide valuable information for teacher education and training regarding this specific issue.

在这项研究中，我们介绍了新开发的关于多媒体学习问卷(MMLQ) 的误解，我们评估了它的心理测量特性（项目难度、量表可靠性和内部结构），并用它来检查关于多媒体学习的四种不同误解的普遍性在学生教师和教师中。共有 311 名参与者（176 名教师和 135 名学生教师）对 MMLQ 的项目做出了回应。结果显示 MMLQ 量表具有中等可靠性。此外，先验假设的关于多媒体学习的误解的四因素结构与教师和学生教师对 MMLQ 项目的回答最相符。这四个因素是学习风格（多媒体教学需要适应学生的学习风格[视觉或听觉]）、半球隔离（多媒体教学使半球交流成为可能）、朴素总结（多媒体教学使用的感官渠道越多越有效）和动机优先（多媒体指导之所以有效，主要是因为它具有激励作用）。大多数教师和学生教师赞同 MMLQ 评估的关于多媒体学习的四种误解中的三种（即学习风格 [78.1%]、半球隔离 [58.8%] 和朴素求和 [81.4%]）。这一发现可能为有关这一特定问题的教师教育和培训提供有价值的信息。