The aim of this study was to investigate the role of visual/verbal cognitive style and interactivity level in dynamic and non-dynamic multimedia learning environments. A group of 235 biology students learned about photosynthesis either from a computer-based animation or a series of static pictures with spoken explanatory text. Participants were…

The study examined whether the modality effect is caused by either high visuo-spatial load or a lack of temporal contiguity when processing written text and pictures. Students (N = 147) viewed pictures on the development of tornados, which were accompanied by either spoken or written explanations presented simultaneously with, before, or after the…

This study explored the causes of the reverse modality effect when learning from multimedia instruction. Participants were randomly assigned to one of two groups (visual text or spoken text). The findings revealed a reverse modality effect wherein that those studying visual text outperformed those studying spoken text on three assessments. Further…

In a 2 x 2 design, we examined the role of visual cognitive style in two multimedia-based learning environments (text plus static pictures/animations). A statistically significant interaction was obtained for deeper comprehension: Highly developed visualizers (HDV) who learned with static pictures performed better than HDV who learned with…

For hundreds of years verbal messages such as lectures and printed lessons have been the primary means of explaining ideas to learners. Although verbal learning offers a powerful tool, this book explores ways of going beyond the purely verbal. Recent advances in graphics technology and information technology have prompted new efforts to understand…

Sensory overload and split attention result in reduced learning when instructors read slides with bullet points and complex graphs during a lecture. Conversely, slides containing relevant visual elements, when accompanied by instructor narration, use both the visual and verbal channels of a student's working memory, thus improving the chances of…

A procedural task was demonstrated via videotape in two formats - one with motion, one using a series of still photographs. The sound tracks were identical. In two experiments the motion treatment was superior for some subjects and cuing arrows made no difference. (Author)

This study examines the effects of four different types of visuals used with television, slide-tape, and programed instruction (printed booklet) presentation. The same script was used with simple line drawings, detailed shaded drawings, photographs of a heart, and photographs of a heart model. In general, results favored programed instruction.…

A discussion of an investigation of the effectiveness of viewing three types of visual presentations over different intervals of time. (Author)

A pilot study to evaluate the effectiveness of multi-image audiovisual teaching showed this technique to have a definite advantage over conventional single-image audiovisual aids. The multi-image technique involved using two or more visual aids designed to interact with and to amplify each other. Experimental and control groups of college students…

Over the years, situated and observational learning has given way to mass teaching and theoretical learning based on prose information. Even though schools have produced many successful professionals, they often fail to address individual differences in learners and encourage competition rather than cooperation between learners. As a result, many…

This paper attempts to make a case for increased use of available technology, especially those aspects commonly designated as educational media, in the foreign language classroom. Several arguments are given to support this position. (1) Research has shown that sight is the dominant sense for most people; therefore, varied and integrated visual…