Effects of Pairing Modality with Screen Captures
Susan Veronikas, Steven Crooks, Texas Tech University, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper investigates the effects of modality (text, audio, or dual) on the achievement and attitudes of college students learning a software application through the computer. Participants in this study were presented with three variations of instruction over a software application. Differences between text only, audio only, and dual modality conditions were measured by achievement on a post-test, and attitudes toward instruction collected by survey. Results from the research indicated no statistically significant effects were found in the Analysis of Variance (ANOVA) for the modalities in test scores. However, statistical significance was found in one of the attitude items. Modality or a multimedia approach was preferred in learning computer applications. The results will assist instructors and corporate trainers in presenting software applications effectively and efficiently in their respective fields when designing for a computer medium of delivery.
Veronikas, S. & Crooks, S. (2005). Effects of Pairing Modality with Screen Captures. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 642-644). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).