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ERIC Number: EJ756109
Record Type: Journal
Publication Date: 2006
Pages: 15
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1041-6080
Testing the ATI Hypothesis: Should Multimedia Instruction Accommodate Verbalizer-Visualizer Cognitive Style?
Massa, Laura J.; Mayer, Richard E.
Learning and Individual Differences, v16 n4 p321-335 2006
College students (Experiment 1) and non-college adults (Experiment 2) studied a computer-based 31-frame lesson on electronics that offered help-screens containing text (text group) or illustrations (pictorial group), and then took a learning test. Participants also took a battery of 14 cognitive measures related to the verbalizer-visualizer dimension including tests of cognitive style, learning preference, spatial ability, and general achievement. In Experiment 3, college students received either both kinds of help-screens or none. Verbalizers and visualizers did not differ on the learning test, and almost all of the verbalizer-visualizer measures failed to produce significant attribute x treatment interactions (ATIs). There was not strong support for the hypothesis that verbal learners and visual learners should be given different kinds of multimedia instruction.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A