Personalization Principle in Multimedia Learning: Conversational versus Formal Style in Written Word
Turkish Online Journal of Educational Technology Volume 10, Number 3, ISSN 1303-6521
The purpose of the study is to examine the effect of appropriately designed multimedia software for both conversational and formal styles with respect to various variables. The model of nonequivalent control group was used in the study. While the group studying with the multimedia material in formal style included 22 students, the other group studying in the conversational style included 23 students. The data collection tools used in the study involved an achievement test, the cognitive load scale for both groups and a questionnaire about the students' views of the style used in the personalized group. As a result, a significant difference was found between the cognitive load scores of the students in the personalized group and those of the students in the non-personalized group. However, no significant difference was found between the background knowledge levels of the personalized and non-personalized groups and their posttest achievement scores. In the study, the learners who were in the personalized group stated that the style used in the software motivated them to study and they felt as if they were talking to a human. Additionally, they stated that they preferred similar multimedia software to be used in their other courses and they demanded the use of such multimedia software in face-to-face education. (Contains 3 figures and 5 tables.)
Kurt, A.A. (2011). Personalization Principle in Multimedia Learning: Conversational versus Formal Style in Written Word. Turkish Online Journal of Educational Technology, 10(3), 185-192.
Cited ByView References & Citations Map
The Role of Learners’ Field Dependence and Gender on the Effects of Conversational versus Non-Conversational Narrations in Multimedia Environment
Liew Tze Wei, Tan Su-Mae & Tay Nuo Wi, Multimedia University, Malaysia
Journal of Interactive Learning Research Vol. 25, No. 2 (April 2014) pp. 281–302
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