Non-Comparative Study

Does the amount of on-screen text influence student learning from a multimedia-based instructional unit?

Summary:

This 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.



Evaluation Approach:

In order to measure the influence of the amount of on-screen text on students learning, performance gains and retention levels of the participants were assessed through performance measures. These performance measures were based on the school’s curricular objectives and the instructional objectives of the multimedia unit. The timing and the format of the tests were based on the school’s regular testing procedures (for example, short answer items were preferred). Two parallel forms were used to assess performance gains (pre post-tests) and a shortened form of these tests was used to assess the level of retention.

Reference: http://www.springerlink.com/content/2jn56259qq781h53/fulltext.pdf