Search (6 results, page 1 of 1)

0.048416246 = product of:
  0.09683249 = sum of:
    0.09683249 = product of:
      0.19366498 = sum of:
        0.19366498 = weight(_text_:multimedia in 4638) [ClassicSimilarity], result of:
          0.19366498 = score(doc=4638,freq=14.0), product of:
            0.2381132 = queryWeight, product of:
              4.6372695 = idf(docFreq=1163, maxDocs=44218)
              0.051347714 = queryNorm
            0.8133316 = fieldWeight in 4638, product of:
              3.7416575 = tf(freq=14.0), with freq of:
                14.0 = termFreq=14.0
              4.6372695 = idf(docFreq=1163, maxDocs=44218)
              0.046875 = fieldNorm(doc=4638)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Abstract

Describes the methodology and reports the results of a study to measure text comprehension by school students when using a variety of media. Four different texts in the printed multi volume Compton's Encyclopedia and its multimedia CD-ROM database equivalent were read by grade 6 (11-12 year old) students who were then asked several multiple choice questions on them. Three groups, print, text on screen and multimedia (text, illustration and video), were asked only to read the texts presented to them. Two additional groups, print and multimedia CD-ROM, had to retrieve the texts before reading them. No significant main effect was found for multimedia over print or text on screen. However, a significant interaction was found between the use of multimedia and text complexity. Boys were found to cope markedly better with multimedia CD-ROM, a finding which was not expected and ran counter to the results of previous studies

0.04482473 = product of:
  0.08964946 = sum of:
    0.08964946 = product of:
      0.17929892 = sum of:
        0.17929892 = weight(_text_:multimedia in 7754) [ClassicSimilarity], result of:
          0.17929892 = score(doc=7754,freq=12.0), product of:
            0.2381132 = queryWeight, product of:
              4.6372695 = idf(docFreq=1163, maxDocs=44218)
              0.051347714 = queryNorm
            0.7529987 = fieldWeight in 7754, product of:
              3.4641016 = tf(freq=12.0), with freq of:
                12.0 = termFreq=12.0
              4.6372695 = idf(docFreq=1163, maxDocs=44218)
              0.046875 = fieldNorm(doc=7754)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Abstract

Tests were carried out on 120 grade 6 students to compare Compton's Multimedia Encyclopedia on CD-ROM and its printe equivalent in terms of students' ability to recall information and to draw inferences from it. Between-subject varaibles were 3 presentation conditions (printed text with illustrations, text-on-screen, and multimedia-text, still images, and animation) and a retrieval condition (topic retrieved before viewing / topic presented without retrieval). Within-subject variables were text complexity (complex or simple), text type (descriptive or procedural), and measure (propositions recalled versus propositions inferred). Presentation conditions produced no significant main effect although text-on-screen resulted in somewhat higher recall and multimedia resulted in somewhat higher inference scores. Multimedia had the greatest effect in the case of simple topics, and especially the simple procedural topic

Theme

Multimedia

0.03697852 = product of:
  0.07395704 = sum of:
    0.07395704 = product of:
      0.14791408 = sum of:
        0.14791408 = weight(_text_:multimedia in 5166) [ClassicSimilarity], result of:
          0.14791408 = score(doc=5166,freq=6.0), product of:
            0.2381132 = queryWeight, product of:
              4.6372695 = idf(docFreq=1163, maxDocs=44218)
              0.051347714 = queryNorm
            0.6211923 = fieldWeight in 5166, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              4.6372695 = idf(docFreq=1163, maxDocs=44218)
              0.0546875 = fieldNorm(doc=5166)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Abstract

Reports the 3rd and final phase of a research project to investigate the role of animation in enhancing recall and comprehension of text by grade 6 primary school students. Its aims were to: determine whether a complex descriptive text is enhanced by animation so long as the animation exhibits close semantic links with the text; to explore the importance of captions in linking an animation with a text so as to increase comprehension of that text; and to investigate the relationship between students' spatial skills and their ability to recall and comprehend a text enhanced with still images and animation. A descriptive text on the structure and functions of the heart from Compton's Multimedia Encyclopedia was used

Theme

Multimedia

0.031695876 = product of:
  0.06339175 = sum of:
    0.06339175 = product of:
      0.1267835 = sum of:
        0.1267835 = weight(_text_:multimedia in 5306) [ClassicSimilarity], result of:
          0.1267835 = score(doc=5306,freq=6.0), product of:
            0.2381132 = queryWeight, product of:
              4.6372695 = idf(docFreq=1163, maxDocs=44218)
              0.051347714 = queryNorm
            0.53245056 = fieldWeight in 5306, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              4.6372695 = idf(docFreq=1163, maxDocs=44218)
              0.046875 = fieldNorm(doc=5306)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

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

Theme

Multimedia

0.010435359 = product of:
  0.020870717 = sum of:
    0.020870717 = product of:
      0.041741434 = sum of:
        0.041741434 = weight(_text_:22 in 197) [ClassicSimilarity], result of:
          0.041741434 = score(doc=197,freq=2.0), product of:
            0.17981094 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.051347714 = queryNorm
            0.23214069 = fieldWeight in 197, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046875 = fieldNorm(doc=197)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Date

2. 6.2005 10:34:22

0.008696133 = product of:
  0.017392267 = sum of:
    0.017392267 = product of:
      0.034784533 = sum of:
        0.034784533 = weight(_text_:22 in 667) [ClassicSimilarity], result of:
          0.034784533 = score(doc=667,freq=2.0), product of:
            0.17981094 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.051347714 = queryNorm
            0.19345059 = fieldWeight in 667, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=667)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Date

22. 3.2013 19:41:17