Abstract:This study examined the two different modes of multi-modes information presentations that affected sequential and global learners' history understanding: thematic and chronological. A total of 134 secondary schools’ students were enrolled (69 learning in chronological mode, 65 learning in thematic mode). Before the start of the treatment session, students were given a pre-test. The results showed that multimodal information presentation did not have a significantly great impact on historical learning or betwee… Show more
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