Stiller, Klaus D. (2009) Mono- and Bimodal Text Presentations Accompanying Pictures in Hypermedia Systems. PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT, 56 (1). pp. 49-63. ISSN 0342-183X,
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This study on computer-based learning investigated the effects of prior knowledge, attitude towards computer and text presentation on the use of programs (time on Units, number of accesses) and achievement (verbal retention; labeling a diagram, representational and mnemonic pictures). Subjects studied three programs, whereby detailed texts were presented visually (n = 44), auditorily (n = 42) and bimodally (n = 46). Introductions, summaries and glossary were always presented visually. Influences of prior knowledge and computet attitude on program use were minor. Spoken text prolonged learning time, for the auditory group due to an intensive use of the glossary, for the bimodal group due to an increased time spent on the detailed texts. Higher prior knowledge and a more positive computer attitude increased learning success. The effect of attitude was highest in the bimodal group. A pure modality and redundancy effect occurred as regards labeling mnemonic pictures. In addition, there is evidence for modality effect with negative-attitude learners its regards verbal retention and labeling of representational pictures, and for a redundancy reversal effect with positive-attitude learners as regards labeling of representational pictures.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | MULTIMEDIA INSTRUCTION; PRIOR KNOWLEDGE; REDUNDANCY; LEARNER; ENVIRONMENTS; DESIGN; Computer-assisted learning; modality effect; redundancy effect; attitude towards computers; prior knowledge |
| Subjects: | 100 Philosophy & psychology > 150 Psychology 300 Social sciences > 370 Education |
| Divisions: | Human Sciences > Institut für Erziehungswissenschaften > Lehrstuhl für Pädagogik I (Prof. Dr. Klaus-Peter Wild) |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 14 Oct 2020 05:01 |
| Last Modified: | 14 Oct 2020 05:01 |
| URI: | https://pred.uni-regensburg.de/id/eprint/29873 |
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