Journal of Educational Multimedia and Hypermedia Volume 14, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Presentation of software instruction has been supported by manuals and textbooks consisting of screen captures but a multimedia approach may increase learning outcomes. 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 pilot 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 significant effects were found in the ANOVA for the modalities in test scores. However, statistical significance was found in two of the attitude items. First, dual modality was preferred in learning computer applications. Second, audio did not appear to assist the learner in remembering factual information. The results will assist instructors and corporate trainers in presenting software applications effectively and efficiently in their respective occupations.
Veronikas, S. & Maushak, N. (2005). Effectiveness of Audio on Screen Captures in Software Application Instruction. Journal of Educational Multimedia and Hypermedia, 14(2), 199-205. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from https://www.learntechlib.org/primary/p/5652/.
© 2005 Association for the Advancement of Computing in Education (AACE)
- Gellevij, M., van der Meij, H., de Jong, T., & Pieters, J. (2002). Visuals in instruction: Functions of screen captures in software manuals. Retrieved
- Mayer, R. (2001). Multimedia Learning. New York: Cambridge University Press. Moreno, R. & Mayer, R. (2001) Getting the message across: The role of verbal redundancy in multimedia explanations. Retrieved October 13, 2003, from
- LeeSing, A., & Miles, C. (1999). The relative effectiveness of audio, video, and static visual computer-mediated presentations. Canadian Journal of Education, 24(2), 212-21.
- Koroghlanian, C., & Sullivan, H. (2000). Audio and text density in computerbased instruction. Journal of Educational Computing Research, 22(2), 21730.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.
Mariya Pachman, University of New South Wales, Australia; Fengfeng Ke, University of New Mexico, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 3031–3036
Ariana Eichelberger, University of Hawaii at Manoa, United States; Craig Okumura, University of Hawaii, United States
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 1493–1499
Elizabeth (Betsy) A. Baker, University of Missouri, United States
Journal of Educational Multimedia and Hypermedia Vol. 18, No. 3 (July 2009) pp. 249–266
Holly Wilson & Bailong Jiao, Alliant International University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 221–226
Eric Wiebe & Leonard Annetta, North Carolina State University, United States
Journal of Educational Multimedia and Hypermedia Vol. 17, No. 2 (April 2008) pp. 259–277
MyLexic : An Assistive Multimedia Courseware for Teaching and Reinforcing Basic Reading Skills among Dyslexics
Anusuriya Devaraju, Zeratul Izzah Mohd Yusoh, Mohd Hafiz Zakaria & Umawathy Techanamurthy, University Technical Malaysia Melaka, Malaysia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 7058–7063
Elahe Aminifar, Richard Caladine, Anne Porter & Mark Nelson, University of Wollongong, Australia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 2–8
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.