Looking at the effects of various multimedia approach in student learning: a case study

• Authors: Riaza Mohd Rias;Halimah B. Zaman
• Venue: Proceedings of the 7th International Conference on Ubiquitous Information Management and Communication
• Year: 2013

Who benefits from multimedia learning and under what conditions? This study examined the effects that animation and cognitive load have on student understanding of a particular chapter in operating systems as part of the syllabus of Computer Science and IT majors at the undergraduate level. In this study, a total of two hundred and fifty seven students were identified as having high or low prior knowledge were assigned to one of seven groups: (1) Static and text (Control), (2) 2-D Animation and Text, (3) 2-D Animation and Voice, (4) 2-D Animation and Voice and Text, (5) 3-D Animation and text (6) 3-D Animation and Voice, (7) 3-D Animation and Voice and Text. The students were then asked to take a test that were divided into recall and transfer questions. The results indicate no significant statistical difference between the scores for the high prior knowledge students in all the seven groups. There were some significant differences in scores for a few groups in the low prior knowledge category. The results of this experiment may provide useful guidance for instructional designers specifically in the area of computer science.