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Title:
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EXAMINING THE EFFICIENCY OF LEARNING MULTIMEDIA-PRESENTED SCIENTIFIC INSTRUCTIONS |
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Author(s):
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Ying-hua Guan |
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ISBN:
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978-972-8924-42-3 |
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Editors:
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Miguel Baptista Nunes and Maggie McPherson (series editors: Piet Kommers, Pedro Isaías and Nian-Shing Chen) |
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Year:
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2007 |
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Edition:
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V I, 2 |
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Keywords:
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Multimedia presentations, efficiency of science learning, modality effect |
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Type:
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Full Paper |
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First Page:
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334 |
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Last Page:
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341 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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This study investigated the effects of multimedia presentations on the efficiency of learning scientific instructions (e.g.
instructions on basic anatomy of human brain and its functions, the definition of cognitive psychology, and the structure
of human memory). Experiment 1 investigated whether the modality effect could be observed when the learning
materials contained auditory instructions and visuals varying in complexity. Experiment 2 used verbal-only instructions
to examine whether subjects could perform better with auditory rather than with on-screen text instructions, and whether
the length of the verbal instruction would exert an effect on learning. The results of Experiment 1 showed that subjects
performed worse when receiving auditory instructions with simple and medium-complexity diagrams, which contradicted
the prediction of the modality effect. When the complexity of the diagrams was high and when flash was used as a visual
aid, no differences in subjects performance could be found between dual-mode and visual-only conditions. The result of
Experiment 2 showed a reversed pattern of the modality effect. |
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