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The effects of information modality and learner's prior knowledge on the achievement of the web-based learning
PROCEEDINGS

, University of Georgia, United States ; , Korea University

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The purpose of this study is to examine the effects of the information modality and learner's prior knowledge to the accomplishment in history class. For the study, 135 elementary students participated. Those participants divided two groups as their prior knowledge test score and then randomly assigned into three information modality groups as text based, text plus voice based, and video based. Results affirmed that the prior knowledge is an major factor to predict learning outcomes in the web-based instruction. Concerning the information modality, text based group outperformed in achievement test compared with other information modality groups. Especially, as learners have high prior knowledge level, they yielded higher achievement test results in text based information modality. This result might contradict with Mayer's previous study results that information redundancy does not give positive effect to learning. These results provoke needs for further research and give implications for designing and implementing web-base learning environments.

Citation

Jung, J.W. & Park, I.W. (2004). The effects of information modality and learner's prior knowledge on the achievement of the web-based learning. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1823-1828). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved June 16, 2019 from .

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