Abstract

While multimedia-based training is prevalent in education, previous studies do not reach consensus on its application. This discrepancy might be due to the fact that multimedia programs implemented in various training programs are very diverse. A multimedia program might include graphics, animation, video, audio, and interactive exercises. This exploratory study is not a bold attempt to answer the question regarding all features of multimedia; rather, the focus has been narrowed down to the audio component of multimedia. It was found that even if audio neither hinders nor helps multimedia learning, a tutorial with audio can hold users' interest and help develop positive perceptions of the presented material, but it is suggested that instructional designers should consider placing rich media content in the later section of the learning sequence, especially when audio can only be used sporadically. (Contains 5 figures and 7 tables.)

Citation

Yu, C.H., Jannasch-Pennell, A., DiGangi, S. & Kaprolet, C. (2009). An Exploratory Crossover Study of Learner Perceptions of Use of Audio in Multimedia-Based Tutorials. Journal of Educational Computing Research, 40(1), 23-46. Retrieved April 10, 2021 from https://www.learntechlib.org/p/69250/.

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Keywords

• Audio
• Auditory Stimuli
• College Students
• educational technology
• instructional design
• Instructional Effectiveness
• Instructional Material Evaluation
• Learning Modules
• Likert Scales
• Matched Groups
• Multimedia Instruction
• Multimedia Materials
• student attitudes
• Technology Uses in Education
• tutoring