Truman, Sylvia M. and Truman, Philip J.
|DOI (Digital Object Identifier) Link:||http://doi.org/10.1111/j.1467-8535.2005.00533.x|
|Google Scholar:||Look up in Google Scholar|
The evolution of the World Wide Web has encouraged a huge surfacing of e-learning technologies over recent years. Often, such technology is rolled out devoid of consideration towards the way in which students process and assimilate information. To date, there exists inconclusive and contradictory evidence concerning learnability effects of single- and dual-model systems in education. To overcome this, we advocate that the design of e-learning systems requires a managed mix of elements grounded in cognitive psychology. In this paper, we report the results of a study concerned with determining an effective mix of multimedia elements. This is with regard to the situated learnability effects of single- and dual-modal systems tested via 'text only' and 'text and auditory-verbal' conditions. We report on these experiments using science computer-assisted teaching and music-oriented learning environment, e-learning environments developed to act as test platforms for this research. The results indicated that simultaneous presentation of identical information via text and narration was associated with enhanced learnability.
|Item Type:||Journal Article|
|Keywords:||Learning; Internet in education; Education; Study and teaching; Computer-assisted instruction; Instructional systems; Multimedia systems; Data processing in Education; World Wide Web; Internet;|
|Academic Unit/Department:||Faculty of Science, Technology, Engineering and Mathematics (STEM) > Knowledge Media Institute (KMi)
Faculty of Science, Technology, Engineering and Mathematics (STEM)
|Depositing User:||Users 8955 not found.|
|Date Deposited:||01 May 2009 09:33|
|Last Modified:||04 Oct 2016 10:22|
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