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Cognitive Ability, Cognitive Style, and Learning Preferences for Multimedia Learning in the Visual and Verbal Domains
PROCEEDINGS

, Duquesne University Doctoral Program in Instructional Technology and Leadership, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper is a report of the findings of a pilot study designed to observe trends and optimize a measurement model for the determination of cognitive ability, cognitive style, and learning preferences on the visualizer-verbalizer scale and compare these characteristics with choices of multimedia learning format options. Findings suggest an overall preference for and selection of mixed multimedia formats. Differences in selections of multimedia formats between males and females as well as lack of clear inclusion of an audio option in questions directed towards the verbalizer dimension indicate a need for adjustment to the survey model.

Citation

Toomey, N. (2013). Cognitive Ability, Cognitive Style, and Learning Preferences for Multimedia Learning in the Visual and Verbal Domains. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1598-1602). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 17, 2019 from .

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