Proceedings

Call for Participation

Track Sessions

Advisory Committee

Featured Speakers

Important Dates/Deadlines

Conference Agenda

Pre-Conference Workshop

Poster Sessions

Workshops

Registration Form

Payment Information

Hotel Information

Travel Information

Exhibit Information

Previous Conferences

itconf@mtsu.edu

The Effect Of Oral Description In Complementing Animated Instruction In A Web-based Learning Environment

Track 2
Promoting Learning in Online Communities
Pedagogy and Research for the Technology-Based Learning Environment

Abstract

The purpose of this study was to test the principle of modality on student's ability to learn concepts, rules and procedures by using audio to deliver verbal information when that information is designed to support non-verbal information such as animations in a computer-based lesson. This was done by comparing the effect of two types of audio support mechanisms- a simple support mechanism consisting of declarative statements explaining the animated sequence and a complex support mechanism consisting of questions and answers explaining the animated sequence- on undergraduate student
achievement of conceptual, rule and procedure knowledge. A control group consisting of the same computer-based lesson without any auditory support of the animation was also employed. Learning was measured through drawing, terminology, and comprehension tests.

Description

With computers coming equipped with multi-media features such as the ability to play sound and animation, teachers and instructional designers are able to develop and deliver lessons in novel ways using both the visual and auditory channels of students. But, is student performance improved by the use of both channels as opposed to the traditional delivery method relying solely on the visual channel? And, at what learning level (the factual, conceptual, rule & procedure level) is there improvement in performance when both channels are used?

According to cognitive load theory (Kalyuga, Chandler and Sweller 1988, 1989; Sweller 1988; Baddeley 1986, 1992) methods of instruction reducing working memory load in order facilitate the encoding and storing of the information in long-term memory are effective. One such method is dual coding theory (Sadoski and Paivio 2001; Clark and Paivio 1991; Paivio 1971, 1986, 1990). Dual coding theory assumes we have two information processing systems: a verbal system, comprised of words, whose strength lies in its sequentially ordered hierarchy, each bit of information paves the way for the next, and a non-verbal
system whose strength lies in its synchronous (holistic) hierarchy. Using audio to deliver verbal information when that information is designed to support non-verbal information such as graphics, pictures, and animations can enhance the effect of using both the verbal and visual systems. This is known as the modality effect (Clark & Mayer 2003; Penney 1989; Paivio 1986). The modality effect (Clark & Mayer, 2003, pp. 93) states "people learn more deeply from multimedia lessons when words explaining concurrent animations or graphics are presented as speech rather than as onscreen text." The studies reviewed indicate that the modality effect works well at improving student's verbal recall of factual information (Mayer 1991, Mayer 1992, Barron 1993, Mousavi 1995, Mann 1995, Mayer 1996, Mayer
1998, Moreno 1999, Mayer 2001, and Moreno 2002). There is also indication that the modality effect works at improving student's ability to solve problems (Mayer 1991, Mayer 1992, Barron 1993, Mayer 1994, Mousavi 1995, Mayer 1996, Mayer 1998, Moreno 1999, Chuang 1999, Mayer 2001, Moreno 2002). However, there is limited information regarding the effect of modality of student achievement of learning concepts, rules and procedures. The studies conducted by Mayer (1998) and Moreno (1999, 2002) found evidence to support the positive effect of modality on student's ability to learn conceptual information but these learning levels were not isolated and studied on their own. In these studies, student's ability to recall facts, identify concepts, and solve problems were tested together. This leaves open the question of how effective is the use of modality if the goal of the lesson is to facilitate achievement of conceptual and rule/procedure knowledge? This study seeks to begin filling in the gap in the literature by isolating these two intellectual skill learning-levels.