The use of animations and images in technology-based assessments (TBAs) represents a significant change in assessment design. To ensure that appropriate inferences can be drawn from assessments that use multimedia stimuli, their impact on test-taker performance and behaviour must be investigated. To achieve this, an experiment was conducted with…

This study examined whether small groups of grade 5 students in a London primary school, without teacher supervision, progressed linearly through an interactive storybook on CD-ROM, and whether such diversions as cued animations affected pupil comprehension. Results showed students' recall of the storyline was poor. (Author/LRW)