A comparison of temporal speech and text cueing in educational multimedia

Mann, Bruce L.; Newhouse, Paul; Pagram, Jeremy; Campbell, Anne; Schulz, Henry

doi:10.1046/j.0266-4909.2002.00241.x

Cited by 25 publications

(9 citation statements)

References 27 publications

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“…As indicated by Mann et al . (2002), individual differences, such as working memory span, can influence the modality effect as well.…”

Section: Individual Differences In the Effect Of Modalitymentioning

confidence: 59%

“…(2004), this study was user‐paced. Mann et al . (2002) hypothesized that because the working memory processes in these children are not fully developed, there are fewer possibilities for referential connections between the auditory and visual channel.…”

Section: The Modality Effect Tested With Childrenmentioning

confidence: 99%

“…1987; Mayer & Massa 2003), learning eagerness (interest, Segers et al . 2008), prior knowledge (Mayer 1997), visual working memory and auditory working memory (Mann et al . 2002), spatial ability (Kozhevnikov et al .…”

Section: Present Studymentioning

confidence: 99%

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The modality effect tested in children in a user‐paced multimedia environment

Witteman

Segers

2010

Computer Assisted Learning

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The modality learning effect proposes that learning is enhanced when information is presented in both the visual and the auditory domains (e.g. pictures and spoken information) compared with presenting information solely in the visual channel (e.g. pictures and written text). Most of the evidence for this effect comes from adults in a laboratory setting. Therefore, we tested the modality effect with 80 children in the highest grade of elementary school in a naturalistic setting. In a between-subjects design, the children either saw representational pictures with speech or representational pictures with text. Retention and transfer knowledge was tested at three moments: immediately after the intervention, one day after and after one week. The present study did not find any evidence for a modality effect in children when the lesson was learner-paced. Instead, we found a reversed modality effect directly after the intervention for retention. A reversed modality effect was also found for the transfer questions one day later. This effect was robust, even when controlling for individual differences.

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“…As indicated by Mann et al . (2002), individual differences, such as working memory span, can influence the modality effect as well.…”

Section: Individual Differences In the Effect Of Modalitymentioning

confidence: 59%

Section: The Modality Effect Tested With Childrenmentioning

confidence: 99%

See 1 more Smart Citation

The modality effect tested in children in a user‐paced multimedia environment

Witteman

Segers

2010

Computer Assisted Learning

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“…Jacko [143] studied children's identification of auditory icons and found that as children get older, they improve their ability to identify icons. Mann et al [201] found twelve-year olds did not benefit from listening to important information in multimedia educational software when compared to the same information being presented in text.…”

Section: Use Of Soundmentioning

confidence: 99%

Interaction Design and Children

Hourcade

2007

FNT in Human-Computer Interaction

230

121

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Children are increasingly using computer technologies as reflected in reports of computer use in schools in the United States. Given the greater exposure of children to these technologies, it is imperative that they be designed taking into account children's abilities, interests, and developmental needs. This survey aims to contribute toward this goal through a review of research on children's cognitive and motor development, safety issues related to technologies and design methodologies and principles. It also provides and overview of current research trends in the field of interaction design and children and identifies challenges for future research.To understand children's developmental needs it is important to be aware of the factors that affect children's intellectual development. This survey analyzes the relevance of constructivist, socio-cultural, and other modern theories with respect to the design of technologies for children. It also examines the significance of research on children's cognitive development in terms of perception, memory, symbolic representation, problem solving, and language. Since interacting with technologies most often involves children's hands this survey also reviews literature on children's fine motor development including manipulation and reaching movements. Just as it is important to know how to aid children's development it is also crucial to avoid harming development. This survey summarizes research on how technologies can negatively affect children's physical, intellectual, social, emotional, and moral development. Following is a review of design methodologies for children's technologies organized based on the roles children may play during the design process including a description of cooperative inquiry and informant design methods. This is followed by a review of design principles obtained through experiences in developing technologies for children as well as research studies. It includes design principles related to visual design (e.g., icons, visual complexity), interaction styles (e.g., direct manipulation, menus), and the use of input devices (e.g., pointing, dragging, using mouse buttons). The latter half of this survey summarizes research trends in the field of interaction design and children, grouping research efforts in the following areas: supporting creativity and problem solving, supporting collaboration and communication, accessing, gathering and exploring content, learning from simulations, supporting children with special needs, interacting with intelligent characters, supporting healthy lifestyles, learning skills, mobile, tangible, and ubiquitous computing, and designing and evaluating technologies. This survey concludes by formulating research challenges for the future and identifying three information age "plagues" children are in danger of facing in the near future.

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“…The small sample size is homogenous within the context of a primary year group and as such some experimental controls can be applied. Small sample size is common in research on educational multimedia (Mann et al 2002) and in psychological research but there needs to be an evaluation of all possible variable effects.…”

Section: Samplingmentioning

confidence: 99%

Investigating the use of ICT‐based concept mapping techniques on creativity in literacy tasks

Riley

Åhlberg

2004

Computer Assisted Learning

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The key research question in this small-scale study focuses on the effects that an ICT (information and communications technologies)-based concept mapping intervention has on creativity and writing achievement in 10-11-year-old primary age pupils. The data shows that pupils using a concept mapping intervention significantly improve their NFER nonverbal reasoning age-standardised scores over a control group with a higher baseline whose scores remain constant. Evidence linking this with using ICT-based concept mapping remains inconclusive. Correlation studies show that writing achievement and creativity are linked and that writing achievement and concept mapping connectivity are linked. However, there is no conclusive evidence for linking concept mapping connectivity with creativity. Findings show that concept mapping components increase post-test and that concept mapping ability can be evaluated using a connectivity index that may have some predictive value in assessing writing achievement. The findings suggest that ICT-based concept mapping provides a reliable framework from which to structure writing and that ICT enhances learning and use of this representational technique and provides opportunities for developing innovative and educationally valid practices.

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A comparison of temporal speech and text cueing in educational multimedia

Cited by 25 publications

References 27 publications

The modality effect tested in children in a user‐paced multimedia environment

The modality effect tested in children in a user‐paced multimedia environment

Interaction Design and Children

Investigating the use of ICT‐based concept mapping techniques on creativity in literacy tasks

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