nm4102 mp experiment

david,gina Lau,suk mun,xiuyi

The effects of presentation modalities on recall of learnt facts

• Have you ever sat in a presentation and all you see is a presentation with nothing but huge chunks of words on the slides?

• Or• Ridiculous• Usage • Of • Bullet• Points?• Or worse still…..

• Have you ever sat in a presentation and all you see is this presenter with nothing but huge chunks of words on his slides?

• Or• Ridiculous• Usage • Of • Bullet• Points?• Or worse still…..

• Have you ever sat in a presentation and all you see is this presenter with nothing but huge chunks of words on his slides?

• Or• Ridiculous• Usage • Of • Bullet• Points?• Or worse still…..

• Have you ever sat in a presentation and all you see is this presenter with nothing but huge chunks of words on his slides?

• Or• Ridiculous• Usage • Of • Bullet• Points?• Or worse still…..

• Have you ever sat in a presentation and all you see is this presenter with nothing but huge chunks of words on his slides?

• Or• Ridiculous• Usage • Of • Bullet• Points?• Or worse still…..

Effect

Modality

literature

But… WHY?

CTML

Temporal

CONTIGUITY

visual-spatial

effect

OVERLOAD

so all together…Written

text aloneSpokentext alone

Picture+ Spoken text

Picture+ Written text

questions, hypotheses, concepts and operations

Rese

arch?Will varying levels of modality influence

subjects’ ability to recall learnt facts?

Picture + Spoken text

Picture + Written text

Written + Spoken text

Picture + Spoken text

H1

H2

Concepts

levels of modality

Modality of Presentationreca

ll learnt facts

Ability to process and recall materials presented

Operationalization

Modality of PresentationAbility to process and recall materials presented

3 conditions

Scores of a recall test

Variables

IV

DV

Spoken + Written

Scores of a recall test

Picture + Written

Picture + Spoken

design,methodology

Pre-test

Modality ofPost-test(Treatment)

experiment design:

Pretest-posttest

presentation

GROUP

SpokenWritten

Text

1

picturewrittenText

GROUP2

pictureSpoken

Text

GROUP3

GROUP 1

GROUP 2

GROUP 3

15

Convenient sampling15 15

analysis

Picture + Spoken text

Picture + Written text

Written + Spoken text

Picture + Spoken text

H1

H2

Analysi

s

ANOVA

Analysi

s

Levene’s

Analysi

s

Post-hoc

Analysi

s

H1

Post-hoc

Analysi

s

Post-hoc

Analysi

s

H2

Post-hoc

Analysi

s

Descriptives

discussion, further research

Asian

conte

xt Convenie

nce

samplin

g

Singap

orean

cultu

re

limitations

Limite

d time

/ reso

ur

ceNot

generali

zable

References• Anne Schüler, Katharina Scheiter, Ralf Rummer & Peter Gerjets: Explaining the modality

effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures? (DOI: http://dx.doi.org.libproxy1.nus.edu.sg/10.1016/j.learninstruc.2011.08.001)

• Tim Kühl, Katharina Scheiter, Peter Gerjets, Jörg Edelmann: The influence of text modality on learning with static and dynamic visualizations. (DOI: http://dx.doi.org.libproxy1.nus.edu.sg/10.1016/j.chb.2010.05.008)

• RALF RUMMER, JUDITH SCHWEPPE, ANNE FU¨ RSTENBERG, TINA SEUFERT and ROLAND BRU¨ NKEN: Working Memory Interference During Processing Texts and Pictures: Implications for the Explanation of the Modality Effect. (DOI: http://onlinelibrary.wiley.com.libproxy1.nus.edu.sg/doi/10.1002/acp.1546/abstract;jsessionid=222C41E8D112DABD9F440AB0552339B9.d01t02)

• Richard E. Mayer: Multimedia Learning. (DOI: http://pdn.sciencedirect.com.libproxy1.nus.edu.sg/science?_ob=MiamiImageURL&_cid=273281&_user=111989&_pii=S0079742102800056&_check=y&_origin=article&_zone=relatedPdfPopup&_coverDate=2002-12-31&piiSuggestedFrom=S1877042811021136&wchp=dGLzVBA-zSkWz&md5=e0ed0d203d5d195a64680180a713bb0d/1-s2.0-S0079742102800056-main.pdf)

• TORNADO READING by Clay Frost, MSNBC. From Josh Wurman, Center for Severe Weather Research: http://www.msnbc.msn.com/id/9007188/ns/weather-weather_news/#.Ty-_F8VLTR8

thank you