Large, A.; Beheshti, J.; Breuleux, A.; Renaud, A.: Multimedia and comprehension : the relationship among text, animation, and captions (1995)
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- Abstract
- Reports the results from the 2nd phase of a cognitive study of multimedia and its effect on children's learning. A sample of 12 year old primary schools viewed a procedural text that included a 4 sequence animation with captions on how to find south using the sun's shadow, adapted from Compton's Mutlimedia Encyclopedia using Apple QuickTime. The children were divided into 4 grouos; text plus animation, text plus catptions plus animation; and caption with animation. They were then asked to undertake to recall in their own words what they had learned, and also to enact how they would find south usng a specially designed model. No significant differences were found among the groups regarding literal recall of what they had read and seen, or in their ability to draw inferences from it. The children in the text plus animation and captions groups, however, were more successful at identifying the major steps in the procedure and at enhancing that procedure whereas the children who read the text only experienced the most difficulty in performing the procedure
