ERIC Number: EJ570484
Record Type: CIJE
Publication Date: 1997
Reference Count: 0
Is an Illustration Always Worth Ten Thousand Words? Effects of Prior Knowledge, Learning Style and Multimedia Illustrations on Text Comprehension.
Ollerenshaw, Alison; Aidman, Eugene; Kidd, Garry
International Journal of Instructional Media, v24 n3 p227-38 1997
This study examined comprehension in four groups of undergraduates under text only, multimedia, and two diagram conditions of text supplementation. Results indicated that effects of text supplementation are mediated by prior knowledge and learning style: multimedia appears more beneficial to surface learners with little prior knowledge and makes little or no difference for knowledgeable achievers or deep learners. (AEF)
Descriptors: Academic Achievement, Cognitive Style, Comparative Analysis, Educational Technology, Higher Education, Illustrations, Instructional Design, Instructional Effectiveness, Multimedia Materials, Pretests Posttests, Prior Learning, Reading Comprehension, Student Motivation, Undergraduate Students
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Title page is different from the table of contents title: "Is an Illustration Always Worth Ten Thousand Words? Effects of Prior Knowledge, Learning Style and ?Multimedia Illustrations on Text Comprehension."