Date of Award

2008

Document Type

Thesis

Degree Name

Master of Arts

College

College of Education and International Services

Program

Education, Curriculum and Instruction, MA

First Advisor

Rudolph Bailey

Second Advisor

Jimmy Kijai

Third Advisor

Kar G. Bailey

Abstract

Problem

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.

Method

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.

Results

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.

Conclusions

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.

Subject Area

Audio-visual education; Visual education; Visual learning; Educational technology; Memory--Testing; Attention--Testing; Illustration of books

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

DOI

https://dx.doi.org/10.32597/theses/150

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