ERIC Number: ED485084
Record Type: Non-Journal
Publication Date: 2004-Oct
Reference Count: 7
The Impact of Spoken Instructions on Learner Behavior Following Multimedia Tutorial Instruction
Association for Educational Communications and Technology, 27th, Chicago, IL, October 19-23, 2004
The choice of what to include in educational software is an issue with which instructional designers are regularly concerned. Multimedia capacity, standard on today's desktop computers, gives designers the opportunity to provide learners a more exciting learning experience than simply looking, clicking, and then looking some more. One feature that can make multimedia software different from such conventional media as books is the technological capacity to include sound. This capacity is already available to educational software developers regardless of whether they are producing instruction in fixed media or networked form. Recent interest in the use of sound to enhance learning (Bishop and Cates, 2001a) suggests, however, that although there is reason to believe that sound can enhance learning, sound is used infrequently. This paper investigates the effect of sound as a presentation modality on the way students review procedures learned at the moment the procedures are first being applied. It reports on a series of three experiments conducted at various times in the one and a half years before October of 2004. The findings of each experiment generated the questions investigated in subsequent experiments, with the result that the experiments form a series. The outcome of the series is that there appears to be an effect on student reviewing habits that is influenced by the modality in which the review material is presented. This takes the form of a preference for listening to the presentation when the desire to complete the task makes it important to know how it is done and when learning the first time through was incomplete.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education
Audience: Media Staff
Authoring Institution: Association for Educational Communications and Technology, Washington, DC.