The current study investigated how multimedia pacing (learner-control versus system-paced) and presentation styles (visual-only versus audio/visual) impact learning physics concept material, mental effort, and self-efficacy. This 2X2 factorial study randomly assigned participants into one of four conditions that manipulated presentation style (visual-only versus audio/visual) and pacing of the content (system-paced versus learning-controlled). Participant's learning was measured by recording their retention of information and ability to transfer information.
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- Partial requirement for: M.S., Arizona State University, 2018Note typethesis
- Includes bibliographical references (pages 23-25)Note typebibliography
- Field of study: Human systems engineering