The Impact of Animated Instructional Material’s Learner Control Modes and Multimedia Modality Combinations on Learning Effectiveness and Learning Time

Author: Ruei-Yuan Wu(Chiao-Shi Junior High School), Huei-Min Wu(Department of Learning and Digital Technology of Fo Guang University)

Vol.&No.：Vol. 53, No.1
Date：March 2008
Pages：1-26
DOI：10.6300/JNTNU.2008.53(1).01

Abstract：

The purpose of this paper was to examine the impact of learner control modes and multimedia modality combinations on learning effectiveness and learning time. The experiment was a 2 (learner control mode: replay and non-replay modes) x 3 (media modality combinations: “Animation with Visual Text” (VT), “Animation with Visual and Auditory Text” (VAT), and “Animation with Auditory Text” (AT) mixed design model, with repeated-measurement on the latter variable (i.e. media modality combinations). The subjects were 120 9th-grade students and the contents consisted of three high school science units. The results indicated that in the non-replay mode, the AT mode resulted in the best learning results; the VAT was equivalent to AT in learning outcome but required more learning time; the VT mode had the worst performance. In the replay mode, there were no significant differences in learning time among the three modes, but the VT mode was significantly inferior to the AT and VAT modes in learning effectiveness, while there was no difference between AT and VAT modes.

Keywords：multimedia learning, cognitive load, learner control, learning effectiveness, learning time

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