A Study on the Learning Efficiency of Multimedia-Presented, Computer-Based Science Information

Autor/in	Guan, Ying-Hua
Titel	A Study on the Learning Efficiency of Multimedia-Presented, Computer-Based Science Information
Quelle	In: Educational Technology & Society, 12 (2009) 1, S.62-72 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Cognitive Psychology; Multimedia Instruction; Information Processing; Scientific and Technical Information; Intermode Differences; Multimedia Materials; Instructional Effectiveness; Efficiency; Information Theory; Memory; Brain; Learning Modalities; Pretests Posttests; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Kognitive Psychologie; Multimediales Lernen; Informationsverarbeitung; Unterrichtserfolg; Effectiveness; Effektivität; Wirkungsgrad; Informationstheorie; Gedächtnis; Gehirn; Lernumgebung; Ausland
Abstract	This study investigated the effects of multimedia presentations on the efficiency of learning scientific information (i.e. information on basic anatomy of human brains and their 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 material contained auditory information and visuals altered in complexity, and whether the redundancy effect is caused by redundant information or by interference in information processing. In Experiment 2, verbal-only information was used to examine whether subjects could perform better with auditory rather than with on-screen textual information, and whether the length of the verbal information would exert an effect on learning. The results of Experiment 1 contradicted the prediction of the modality effect in that subjects learned no better or even worse with the audio-visual format of learning material than did subjects with the visual-only one. Besides, redundant information per se did not impair learning, which suggested that the redundancy effect could be rather caused by the interference in information processing. The results of Experiment 2 indicated a negative effect of auditory information on learning regardless of the length of the verbal information. No evidence supported the superiority of auditory instructional mode over the visual one. (Contains 6 tables and 8 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10