TY - JOUR
T1 - The effects of instructional media
T2 - Identifying the task demand/media match
AU - McLaughlin, Anne Collins
AU - Rogers, Wendy A.
AU - Sierra, Edmundo A.
AU - Fisk, Arthur D.
N1 - Funding Information:
This research was supported in part by grants from the National Institutes of Health (National Institute on Aging): Grant R01 AG18177 and Grant P01 AG17211 under
PY - 2007/12
Y1 - 2007/12
N2 - Task instruction may be presented in many forms. However, training system designers are often forced to depend on intuition when choosing a presentation medium. Though past research has investigated the effectiveness of instructional media types, results have been mixed with no clear recommendations of which medium to use for instruction. An organizational framework for matching the appropriate medium or media to a learning situation is necessary for progress to occur in this research area. Through three experiments, we investigated the attributes of audio and video as instructional media, identified tasks for which we might predict the most beneficial instructional media, and tested our proposed organizational framework by manipulating the difficulty of the task and the complexity of the instructions. Older and younger adults participated in the experiments to help us understand differences in training needs for varying cognitive and perceptual abilities. We provide the basis for a taxonomy of instructional media and task demands, to be added through further research.
AB - Task instruction may be presented in many forms. However, training system designers are often forced to depend on intuition when choosing a presentation medium. Though past research has investigated the effectiveness of instructional media types, results have been mixed with no clear recommendations of which medium to use for instruction. An organizational framework for matching the appropriate medium or media to a learning situation is necessary for progress to occur in this research area. Through three experiments, we investigated the attributes of audio and video as instructional media, identified tasks for which we might predict the most beneficial instructional media, and tested our proposed organizational framework by manipulating the difficulty of the task and the complexity of the instructions. Older and younger adults participated in the experiments to help us understand differences in training needs for varying cognitive and perceptual abilities. We provide the basis for a taxonomy of instructional media and task demands, to be added through further research.
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U2 - 10.1080/17439880701690083
DO - 10.1080/17439880701690083
M3 - Article
AN - SCOPUS:36549074065
SN - 1743-9884
VL - 32
SP - 381
EP - 405
JO - Learning, Media and Technology
JF - Learning, Media and Technology
IS - 4
ER -