The Effects of Modality and Multimedia Comprehension on the Performance of Students with Varied Multimedia Comprehension Abilities when Exposed to High Complexity, Self-paced Multimedia Instructional Materials

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AL-Abbasi, D. (2012). The Effects of Modality and Multimedia Comprehension on the Performance of Students with Varied Multimedia Comprehension Abilities when Exposed to High Complexity, Self-paced Multimedia Instructional Materials. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 75-82). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39541.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2012
Austin, Texas, USA
March 5, 2012
ISBN 1-880094-92-4
  Paul Resta
AACE

More Information on SITE
Table of Contents

Author

Daniah AL-Abbasi, Texas Tech University, United States

Abstract

Poor multimedia comprehenders suffer from a decreased ability in comprehending complex textual and pictorial materials (Maki & Maki, 2002). This deficit will lead to an overloaded working memory and consequently decreased performance (Carretti, Borella, Cornoldi, & De Beni, 2009). The purpose of this research study was to examine the effects of modality and multimedia comprehension on the performance of students with varied multimedia comprehension abilities when exposed to high complexity, self-paced multimedia instructional materials. A sample of 115 students participated in the study. The ANOVA results for modality showed that it had no effect on students’ performance in the retention test and some effect in the transfer test. The ANOVA for multimedia comprehension showed that it significantly affected students’ performance. Finally, the ANOVA for the interaction effect demonstrated a significant reverse modality effect in the transfer measure.

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