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Cultural effects in Mayer's generative theory of multimedia learning
DISSERTATION

, The University of New Mexico, United States

The University of New Mexico . Awarded

Abstract

Students in established classes in community colleges in New Mexico were recruited to take part in a study that investigated whether Mayer's principles of multimedia learning and spatial contiguity effect would transfer across cultural lines. A lesson was presented in 3 formats, an Integrated Graphics format, a Separated Graphics format, and a Text-only format. A Fact Recall test and 5 problem-solving scenarios were administered to 197 participants in the study to test fact recall and learning transfer. Results were calculated using a fully factored MANOVA with Bonferroni adjustments to control familywise error. For the low-experience subjects, significant spatial contiguity effects were found within the Native American cultural group for the Integrated Graphics lesson design over the Separated Graphics lesson design. Significant multimedia effects were found within the Caucasian cultural group for the Separated Graphics lesson design over the Text-only lesson design. Improvements in fact recall of up to 44% were noted in the Native American cultural group and improvements of up to 56% were noted in the Caucasian cultural group. Learning transfer improvements up to 59% were noted in the Integrated Graphics lesson design over the Text-only design for the Caucasian cultural group.

Citation

Aken, J. Cultural effects in Mayer's generative theory of multimedia learning. Ph.D. thesis, The University of New Mexico. Retrieved April 22, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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