Different Multimedia Presentation Types and Students' Interpretation Achievement
The main purpose of the study was to determine whether students- interpretation achievement differed with the use of various multimedia presentation types. Four groups of students, text only (T), audio only (A), text and audio (TA), text and image (TI), were arranged and they were presented the same story via different types of multimedia presentations. Inference achievement was measured by a critical thinking inference test. Higher mean scores for the TA group compared to the other three groups were found. Also when compared pairwise, interpretation achievement of the TA group differed significantly from scores of the T and TI groups. These differences were interpreted with the increased cognitive load. Increased cognitive load for the TA group may have invited students to put more effort into comprehending the text, thus resulting in better test scores. Findings of the study can be seen as a sign of the importance of learning situations and learning outcomes in multimedia-supported learning environments and may have practical benefits for instructional designers.
[1] Adulseranee, R. (2007). The Effects of using different types of
multimedia presentations on Thai seventh grade learners- understanding
of Social Studies text. Doctoral Dissertation. Northern Illinois
University, DeKalb.
[2] Arlin, M., Scott, M. and Webster, J. (1978). The effects of pictures on
rate of learning sight word. A critique of focal attention hypothesis.
Reading Research Quarterly, 14.
[3] Chandler, P. and Sweller, J. (1996). Cognitive load while learning to use
a computer program. Applying Cognitive Psychology, 10.
[4] Clark, R. E. (1983). Reconsidering research on learning from media.
Review of Educational Research, 53.
[5] Clark, R. E. and Craig, T. G. (1992). Research and theory on multimedia
learning effects. Interactive multimedia learning environments: Human
factors and technical considerations on design issues. New York:
Springer.
[6] Demir, K. M. (2006), The research of fourth and fifth grade primary
school students- critical thinking levels in Social Studies lessons
according to different variables. Doctoral Dissertation. Gazi University.
Ankara.
[7] Facione, P. A. (1990). Critical thinking: A statement of expert consensus
for purposes of educational assessment and instruction - Executive
summary - The Delphi report. Millbrae, CA: The California Academic
Pres. ERIC Document Reproduction Service No. ED 315 423.
[8] Field, S. T. (1997). Critical thinking skills and the secondary school
choral music curriculum. Doctoral Dissertation. Columbia University.
New York.
[9] Hsia, H. J. (1968). On channel effectiveness. AV Communication
Review, 16.
[10] Hergenhahn, B. R. and Olson, M. H. (1997). An introduction to theories
of learning. Fifth edition. New Jersey: Prentice Hall.
[11] Kalyuga, S., Chandler, P. and Sweller, J. (2000). Incorporating learner
experience into the design of multimedia instruction. Journal of
Educational Psychology, 92(1).
[12] Kilic, E. (2006). Effects of parallel instructional design and task
difficulty level on university students- achievement and cognitive load in
multimedia learning environment. Doctoral Dissertation. Ankara
University.
[13] Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge
University Press.
[14] Mayer, R. E. and Anderson, R. B. (1991). Animations need narrations:
An experimental test of a dual-coding hypothesis. Journal of Educational
Psychology, 83(4).
[15] Mayer, R., Heiser, J. and Lonn, S. (2001). Cognitive contraints on
multimedia learning: When presenting more material results in less
understanding. Journal of Educational Psychology,93.
[16] Murray, T. (2001). Characteristics and affordances of adaptive
hyperbooks. Proceedings of WebNet 2001, Orlando, FL.
[17] Najjar, L. J. (1996). Multimedia information and learning. Journal of
Educational Multimedia and Hypermedia, 5.
[18] Paivio, A. (1991). Dual coding theory. Retrospect and current status.
Canadian Journal of Psychology, 45.
[19] Rosen, T. (2006). Combining dual coding theory and split attention
effect to increase the number of elements and provide an instant schema
to facilitate transfer of abstract words. Masters Dissertation. Texas
University Commerce.
[20] Sezgin, M. E. (2002). The effects of multimedia courseware designed
based on dual coding theory in science teaching on academic
achievement, performance level and retention of learning. Masters
Dissertation. Cukurova University. Adana.
[1] Adulseranee, R. (2007). The Effects of using different types of
multimedia presentations on Thai seventh grade learners- understanding
of Social Studies text. Doctoral Dissertation. Northern Illinois
University, DeKalb.
[2] Arlin, M., Scott, M. and Webster, J. (1978). The effects of pictures on
rate of learning sight word. A critique of focal attention hypothesis.
Reading Research Quarterly, 14.
[3] Chandler, P. and Sweller, J. (1996). Cognitive load while learning to use
a computer program. Applying Cognitive Psychology, 10.
[4] Clark, R. E. (1983). Reconsidering research on learning from media.
Review of Educational Research, 53.
[5] Clark, R. E. and Craig, T. G. (1992). Research and theory on multimedia
learning effects. Interactive multimedia learning environments: Human
factors and technical considerations on design issues. New York:
Springer.
[6] Demir, K. M. (2006), The research of fourth and fifth grade primary
school students- critical thinking levels in Social Studies lessons
according to different variables. Doctoral Dissertation. Gazi University.
Ankara.
[7] Facione, P. A. (1990). Critical thinking: A statement of expert consensus
for purposes of educational assessment and instruction - Executive
summary - The Delphi report. Millbrae, CA: The California Academic
Pres. ERIC Document Reproduction Service No. ED 315 423.
[8] Field, S. T. (1997). Critical thinking skills and the secondary school
choral music curriculum. Doctoral Dissertation. Columbia University.
New York.
[9] Hsia, H. J. (1968). On channel effectiveness. AV Communication
Review, 16.
[10] Hergenhahn, B. R. and Olson, M. H. (1997). An introduction to theories
of learning. Fifth edition. New Jersey: Prentice Hall.
[11] Kalyuga, S., Chandler, P. and Sweller, J. (2000). Incorporating learner
experience into the design of multimedia instruction. Journal of
Educational Psychology, 92(1).
[12] Kilic, E. (2006). Effects of parallel instructional design and task
difficulty level on university students- achievement and cognitive load in
multimedia learning environment. Doctoral Dissertation. Ankara
University.
[13] Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge
University Press.
[14] Mayer, R. E. and Anderson, R. B. (1991). Animations need narrations:
An experimental test of a dual-coding hypothesis. Journal of Educational
Psychology, 83(4).
[15] Mayer, R., Heiser, J. and Lonn, S. (2001). Cognitive contraints on
multimedia learning: When presenting more material results in less
understanding. Journal of Educational Psychology,93.
[16] Murray, T. (2001). Characteristics and affordances of adaptive
hyperbooks. Proceedings of WebNet 2001, Orlando, FL.
[17] Najjar, L. J. (1996). Multimedia information and learning. Journal of
Educational Multimedia and Hypermedia, 5.
[18] Paivio, A. (1991). Dual coding theory. Retrospect and current status.
Canadian Journal of Psychology, 45.
[19] Rosen, T. (2006). Combining dual coding theory and split attention
effect to increase the number of elements and provide an instant schema
to facilitate transfer of abstract words. Masters Dissertation. Texas
University Commerce.
[20] Sezgin, M. E. (2002). The effects of multimedia courseware designed
based on dual coding theory in science teaching on academic
achievement, performance level and retention of learning. Masters
Dissertation. Cukurova University. Adana.
@article{"International Journal of Business, Human and Social Sciences:59310", author = "Cenk Akbiyik and Gonul Altin Akbiyik", title = "Different Multimedia Presentation Types and Students' Interpretation Achievement", abstract = "The main purpose of the study was to determine whether students- interpretation achievement differed with the use of various multimedia presentation types. Four groups of students, text only (T), audio only (A), text and audio (TA), text and image (TI), were arranged and they were presented the same story via different types of multimedia presentations. Inference achievement was measured by a critical thinking inference test. Higher mean scores for the TA group compared to the other three groups were found. Also when compared pairwise, interpretation achievement of the TA group differed significantly from scores of the T and TI groups. These differences were interpreted with the increased cognitive load. Increased cognitive load for the TA group may have invited students to put more effort into comprehending the text, thus resulting in better test scores. Findings of the study can be seen as a sign of the importance of learning situations and learning outcomes in multimedia-supported learning environments and may have practical benefits for instructional designers.
", keywords = "Multimedia, cognitive multimedia, dual coding, cognitive load, critical thinking.", volume = "4", number = "6", pages = "1197-4", }
