Investigating the effects of multimedia learning and learner generated drawing Investigating the effects of multimedia learning and learner generated drawing

McGuinness, Jessica (2013) Investigating the effects of multimedia learning and learner generated drawing Investigating the effects of multimedia learning and learner generated drawing. Lancaster University.

Preview

Download (273kB) | Preview

Abstract

Research suggests multimedia learning (images and text) and learner-generated drawing (constructing illustrations to support key relationships in text) are beneficial strategies to aid learning (Mayer 2001; Van Meter & Garner, 2005). Within this research the multimedia and learner generated drawing approaches are explored to distinguish which instructional method is most beneficial for initial learning and long term retention. Year 8 students (N = 73) aged between 13 and 14 years read a piece of scientific text under four conditions: text only (control); multimedia; learner generated drawing with no support; and learner generated drawing with support. The reading material was followed by two post-tests to measure how much of the science text was understood: one was completed immediately after the experiment; and the other a week later to examine the long term effects. On the first post-test participants within the learner generated drawing conditions performed significantly better than those in the multimedia condition and the control group. On the second post-test participants within the learner generated drawing with support condition performed significantly better than the control and the learner generated drawing condition with no support. Thus, in line with previous research the results emphasise the importance of support in learner generated drawing and indicate that supported learner generated drawing is the most beneficial strategy for initial learning and long term retention.