You are here:

The Effects of Using Different Types of Multimedia Presentations on Thai Seventh-grade Learners’ Understanding of a Social Studies Text
PROCEEDINGS

, , Northern Illinois University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The purpose of this study was to investigate and compare Thai seventh graders' comprehension of a social studies text under four different multimedia presentation formats - a written text (W), a written text with graphics (WG), an audio text with graphics (AG), and a written text with audio and graphics (WAG). Findings indicated that the W group scored higher than the other groups on an immediate posttest. However, the WAG and WG groups outperformed all others on a delayed posttest. This adds to previous research that shows multimedia may help students recall information better over time. Multimedia benefits not only US college students, the focus of most prior research, but also younger students and in a different culture. Additional findings confirm that time to complete the learning task depends on the cognitive load and that low-prior-knowledge students learn more effectively with multimedia.

Citation

Adulseranee, R. & Lockard, P.J. (2007). The Effects of Using Different Types of Multimedia Presentations on Thai Seventh-grade Learners’ Understanding of a Social Studies Text. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2283-2288). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 28, 2020 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References