Does the Amount of On-Screen Text Influence Student Learning from a Multimedia-Based Instructional Unit?

Autor/inn/en	Ardac, Dilek; Unal, Serap
Titel	Does the Amount of On-Screen Text Influence Student Learning from a Multimedia-Based Instructional Unit?
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 36 (2008) 1, S.75-88 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-007-9035-4
Schlagwörter	Memory; Grade 7; Geometry; Multimedia Instruction; Multimedia Materials; Cognitive Style; Text Structure; Proximity; Hypermedia; Vision; Selection; Student Attitudes; Visual Aids; Access to Information; Instructional Materials; Learning Modalities + Suchen Sie Ihr Suchwort? Gedächtnis; School year 07; 7. Schuljahr; Schuljahr 07; Geometrie; Multimediales Lernen; Cognitive styles; Kognitiver Stil; Textstruktur; Lebensnähe; Auslese; Schülerverhalten; Anschauungsmaterial; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernumgebung
Abstract	The present study examines how changes in the amount of on-screen text will influence student learning from a multimedia instructional unit on basic concepts of coordinate geometry. The relative effectiveness of two different versions (short-text and whole-text) of the instructional unit was examined for students who differed in terms of their ability to remember symbolic units, symbolic systems and symbolic interpretations. A total of 101 seventh graders were randomly assigned to work with either the whole-text or the short-text version. Student gains were analyzed using pre-test, post-test and retention test scores. Memory ability was assessed by the sub-tests of the Structure of Intellect-Learning Abilities Test. Results indicated no significant differences between groups who worked with short-text and whole-text versions. However retention scores of high and low memory groups who worked with the whole-text version showed significant differences. The whole-text version was observed to favor students with high memory for symbolic implications. Results suggest that workability of design principles for multimedia instruction may depend on the nature of the task and characteristics of the learner. (Author).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10