Multimedia and comprehension: A cognitive study

Tests were carried out on 120 grade 6 students to compare Compton's Multimedia Encyclopedia on CD‐ROM and its printed equivalent in terms of students' ability to recall information and to draw inferences from it. Between‐subject variables were three presentation conditions (printed text wi...

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Bibliographic Details
Published in:Journal of the American Society for Information Science 1994-08, Vol.45 (7), p.515-528
Main Authors: Large, Andrew, Beheshti, Jamshid, Breuleux, Alain, Renaud, André
Format: Article
Language:English
Subjects:
Animation
Applications (e.g. Digitizing,...)
CD-ROM
CD-ROM databases
Comparative Analysis
Complex variables
Complexity
Comprehension
Compton's Multimedia Encyclopedia on CD-ROM
Elementary school students
Encyclopaedias
Encyclopedias
Exact sciences and technology
Foreign Countries
Grade 6
Hypothesis Testing
Inference
Inferences
Information and communication sciences
Information and communication technologies
Information Retrieval
Information science
Information science. Documentation
Information technologies: storage media, equipment
Instructional design
Intermediate Grades
Intermode Differences
Learning
Memory
Multimedia
Multimedia Instruction
Multimedia Materials
Optical Data Disks
Printed Materials
Printed text
Quebec (Montreal)
Recall
Recall (Psychology)
Research Needs
Sciences and techniques of general use
Searching
Sex Differences
Software
Students
Studies
Text Characteristics
Topics
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Description
Summary:Tests were carried out on 120 grade 6 students to compare Compton's Multimedia Encyclopedia on CD‐ROM and its printed equivalent in terms of students' ability to recall information and to draw inferences from it. Between‐subject variables were three 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 the simple topics, and especially the simple procedural topic. © 1994 John Wiley & Sons, Inc.
ISSN:0002-8231
1097-4571
DOI:10.1002/(SICI)1097-4571(199408)45:7<515::AID-ASI6>3.0.CO;2-3