Date of Award
Master of Arts
College of Education and International Services
Education, Curriculum and Instruction, MA
Kar G. Bailey
The purpose of this exploratory study was to validate a model of multimedia learning, incorporating learner-specific characteristics such as intelligence, memory, and measures of visual attention.
The sample consisted of 62 Andrews University students (26 males, 36 females, and mean age 21.7). Data were gathered by means of standardized testing (RPM, WAIS- III) and eye-tracking. MLR was used to determine significant visual attention predictors for retention and SEM was used to test a hypothesized model of multimedia learning.
Multiple Linear Regression was significant (p.05; GFI = .923; CFI = .986; RMSEA = .043; PGFI = .451) proving the hypothesized model’s excellent fit to the data.
This exploratory study indicates that there are different learning strategies in a college population that are not related to characteristics such as intelligence or working memory. These strategies are learned or acquired and have thus clear implications for practice.
Audio-visual education; Visual education; Visual learning; Educational technology; Memory--Testing; Attention--Testing; Illustration of books
Fagioli, Loris P., "Effects of Illustrations on Retention and Visual Attention Using Authentic Textbooks" (2008). Master's Theses. 150.
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