Narration in Multimedia Learning Environments: Exploring the Impact of Voice Origin, Gender, and Presentation mode
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Harrison, C. & Robert, A. (2009). Narration in Multimedia Learning Environments: Exploring the Impact of Voice Origin, Gender, and Presentation mode. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 980-985). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31611.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2009
Honolulu, HI, USA
June 22, 2009
George Siemens & Catherine Fulford
More Information on EDMEDIA
Table of Contents
This study examined the impact of human and computer voices, male and female voices, and the presence of an animated pedagogical agent coupled with narration or narration only on student learning and perceptions within a multimedia computer educational environment. The 172 participants were taught the basic principles of relational database design in one of eight possible conditions in a 2 x 2 x 2 factorial design [Voice origination (computer generated or human), delivery method (agent with audio or audio only) and narrator’s gender (female or male)]. Participants presented with a human voice demonstrated significantly greater gains in learning than their peers that listened to a computer voice. Neither the gender of the voice nor presentation mode of the material provided any significant learning advantages, whether analyzed alone or as part of an interaction analysis. The use of an agent was not significantly better than audio alone.
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