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Instructor versus Expert Narrated Audio
PROCEEDINGS

, University of San Francisco, United States

EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study contributes to the literature on personalization in multimedia learning by evaluating if there are differential effects between using audio that is instructor-narrated (i.e. all the students personally know the narrator) versus expert-narrated (i.e. none of the students know the narrator). In this study we created two identical instructional audio files about a difficult conceptual topic. The only difference between these two treatments is that one audio was done by an "expert" that the students did not know and the other was done by their instructor whom they saw in class at least once a week. In both cases the content of the audio was exactly the same. Students in a large undergraduate nutrition course listened to two audio case study analyses as part of an online module about vitamins and minerals. Our analysis looks at subsequent affective and learning differences between the two groups.

Citation

Prion, S. (2007). Instructor versus Expert Narrated Audio. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3004-3009). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 18, 2019 from .

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