Abstract
The combination of instructional multimedia (IM) and college students’ characteristics may have an effect on the amount of effort one puts forth to understand information. This quantitative study explored the relationship between different forms of IM and college students’ epistemological learning beliefs (ELBs) impact on perceived mental effort (PME) in an undergraduate asynchronous course. College students (n=182) were randomized into three IM groups: audio with text and graphics (ATG), text with graphics (TG), and video with audio, text, and graphics (VATG). Students in Group 1: ATG and Group 2: TG reported lower PME than those in Group 3: VATG (p < 0.05). In Group 1: ATG, students with naive ELB in the structure of knowledge dimension reported lower PME scores after viewing the supplemental materials (p<0.05). In Group 2: TG, students with naive ELB in structure of knowledge and speed of knowledge acquisition dimensions reported higher PME scores (p<0.05).
| Original language | English (US) |
|---|---|
| Title of host publication | Proceedings of the 2013 Association for Educational Communications and Technology |
| Editors | Michael Simonson |
| Place of Publication | Anaheim |
| Publisher | Association for Educational Communications and Technology |
| Pages | 9-17 |
| Volume | 1 |
| State | Published - 2013 |
Keywords
- Instructional Multimedia
- College Students’ Characteristics