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- Creators: Savenye, Wilhelmina
Description
This study investigated the effects of concurrent audio and equivalent onscreen text on the ability of learners of English as a foreign language (EFL) to form associations between textual and aural forms of target vocabulary words. The study also looked at the effects of learner control over an audio sequence on the association of textual and aural forms of target words. Attitudes towards experimental treatments and reported level of cognitive load were also examined in the context of a computer-based multimedia instructional program. A total of 200 college students took part in the study. Participants were randomly assigned to experimental conditions in a 2 x 3 factorial design with level of learner control (learner-controlled vs. not-learner-controlled) and format of presentation of information (audio + no text vs. audio + full text vs. audio + keyword text) as factors. The subjects completed a pretest, a posttest, cognitive load questions, and an attitude questionnaire. The results revealed the following findings: (a) groups in the audio + keyword text conditions outperformed those in the audio + no text and audio + full text conditions on text-sound association, (b) within the audio + keyword text conditions, the learner-controlled group outperformed the not-learner-controlled group on text-sound association, (c) within the learner-controlled conditions, the audio + keyword group outperformed the audio + no text and audio + full text groups on text-sound association, (d) a redundancy effect was not found for any treatment condition, and (e) overall, participants had positive attitudes towards the treatments. Implications, limitations, and future directions are discussed within the frameworks of cognitive load theory and cognitive theory of multimedia learning.
ContributorsEnciso Bernal, Ana Maria (Author) / Nelson, Brian C. (Thesis advisor) / Savenye, Wilhelmina (Committee member) / Atkinson, Robert K. (Committee member) / Arizona State University (Publisher)
Created2014
Description
The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load and intrinsic motivation, as well as the potential interaction between the two factors in a multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N = 21) to one of the six experimental conditions in a 2 X 3 factorial design with visual cueing (visual cues vs. no cues) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. They completed a pretest, subjective cognitive load questions, intrinsic motivation questions, and a posttest during the course of the experience. A subsample (49 out of 126) of the participants' eye movements were tracked by an eye tracker. The results revealed that (a) participants presented with visually cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations; and (b) cognitive load and intrinsic motivation had different impacts on learning in multimedia due to the moderation effect of visual cueing. There were no other significant findings in terms of learning outcomes, cognitive load, intrinsic motivation, and eye movements. Limitations, implications and future directions are discussed within the framework of cognitive load theory, cognitive theory of multimedia learning and cognitive-affective theory of learning with media.
ContributorsLin, Lijia (Author) / Atkinson, Robert (Thesis advisor) / Nelson, Brian (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2011