Study of Cognitive Theory of Multimedia Learning on Tactile Learning | A Quantitative Analysis of Varied Multimedia on Multiple Assessments

Brooks Knight

ISBN 10: 3847346547 / ISBN 13: 9783847346548

Published by LAP LAMBERT Academic Publishing, 2015

About this Item

Study of Cognitive Theory of Multimedia Learning on Tactile Learning | A Quantitative Analysis of Varied Multimedia on Multiple Assessments | Brooks Knight | Taschenbuch | 120 S. | Englisch | 2015 | LAP LAMBERT Academic Publishing | EAN 9783847346548 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

Seller Inventory # 104711613

Bibliographic Details

• Title: Study of Cognitive Theory of Multimedia Learning on Tactile Learning | A Quantitative Analysis of Varied Multimedia on Multiple Assessments
• Publisher: LAP LAMBERT Academic Publishing
• Publication Date: 2015
• Language: English
• ISBN 10: 3847346547
• ISBN 13: 9783847346548
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 8D millimeters 220 millimeters width by 150 millimeters height by 8 millimeters depth
• Weight: 197 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

This study was designed to investigate the modern validity of the multimedia learning theory as it applies to a new generation and involved burgeoning technology. The original theory stated materials which presented both verbal and graphical information which present the verbal information in an auditory format. This study involved the theory in original form to form foundation as application in updated student involvement in technology, increased availability to technology, and the evolution of technological advances. Participating students either viewed text, text with animation, or interacted with hands on interactive educational technology. The learning was measured by retention, transfer, and matching tests. Using the data from these experiments, the results were statistically evaluated to determine the influence of the variables on student cognition and retention.