The effect of multimedia design types on learners' recall performances with varying short term memory spans


Bayraktar D. , ALTUN A.

MULTIMEDIA TOOLS AND APPLICATIONS, cilt.71, ss.1201-1213, 2014 (SCI İndekslerine Giren Dergi)

  • Cilt numarası: 71 Konu: 3
  • Basım Tarihi: 2014
  • Doi Numarası: 10.1007/s11042-012-1257-z
  • Dergi Adı: MULTIMEDIA TOOLS AND APPLICATIONS
  • Sayfa Sayısı: ss.1201-1213

Özet

In this study, the effect of multimedia learning environment designed with two different attention types (focused - split) was investigated on recall performances of learners with different short term memory spans (high - medium - low). The participants were 60 undergraduate students who were presented with either focused attention or split attention multimedia learning materials. First, participants' short term memory spans were determined by Visual - Aural Digit Span Test-Revised (VADS-B) test. Second, they were separated to three groups as high, medium and low. In 3 x 2 nested ANOVA design, one of the groups studied the multimedia designed in split attention type whereas the other had focused attention type design. As they finished the study task, they were given a recall task, which produced their recall performances. Data were analyzed by Nested ANOVA, t-Test and ANCOVA tests. The findings indicated that multimedia instructional designs were effective on recall performances. Learners showed higher recall performances in the multimedia learning environment in focused attention design. However, no significant difference was observed in learners' recall performances when their STM spans were taken into account. Significant differences were observed between time spent in studying multimedia.

 

In this study, the effect of multimedia learning environment designed with two

different attention types (focused split) was investigated on recall performances of

learners with different short term memory spans (high medium low). The participants

were 60 undergraduate students who were presented with either focused attention or split

attention multimedia learning materials. First, participantsshort term memory spans were

determined by Visual Aural Digit Span Test-Revised (VADS-B) test. Second, they were

separated to three groups as high, medium and low. In 3Å~2 nested ANOVA design, one of

the groups studied the multimedia designed in split attention type whereas the other had

focused attention type design. As they finished the study task, they were given a recall task,

which produced their recall performances. Data were analyzed by Nested ANOVA, t-Test

and ANCOVA tests. The findings indicated that multimedia instructional designs were

effective on recall performances. Learners showed higher recall performances in the multimedia

learning environment in focused attention design. However, no significant difference

was observed in learnersrecall performances when their STM spans were taken into

account. Significant differences were observed between time spent in studying multimedia.