Videos, audio clips, and text materials: an investigation of media use in psychology learning

Carlson, Crystal

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https://hdl.handle.net/2142/78328 Copy

Description

Title

Videos, audio clips, and text materials: an investigation of media use in psychology learning

Author(s)

Carlson, Crystal

Issue Date

2015-03-23

Director of Research (if dissertation) or Advisor (if thesis)

Perry, Michelle

Doctoral Committee Chair(s)

Perry, Michelle

Committee Member(s)

• Lindgren, Robb
• Grison, Sarah
• Huang, Wen-Hao

Department of Study

Educational Psychology

Discipline

Educational Psychology

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• teaching
• psychology
• undergraduate
• videos
• multimedia

Abstract

A variety of media are used in undergraduate psychology education—from the traditional text materials to videos. Research has identified multimedia materials, those that convey information through words and pictures, as particularly helpful for learning (e.g., Mayer, 1989; Mayer & Anderson, 1991), but it is not clear in what context multimedia are superior over single-medium materials. It is also unclear how experiences with all media can be supported to ensure learners understand the relevant information conveyed. The wide range of multimedia materials available and the unique nature of different content within psychology create a complex issue worthy of more research. The first two studies discussed herein use videos commonly used in Introduction to Psychology courses and compare learning outcomes of those videos as compared to their single-medium formats. The second study also investigates the impact of instructional support (i.e., advance organizers) on learning outcomes for each medium. The third study focuses on a different type of video used in Introduction to Psychology courses and examines the impact of two instructional supports (i.e., advance organizers and guidance embedded in the video) on learning outcomes. Findings suggest students perform well when taught through multimedia as well as single-medium formats for both retention and application instructional goals. However, advance organizers that emphasize key concepts and encourage note-taking prove to be particularly helpful for instruction that is in audio-only or text-only formats. Implications for media use and design in psychology instruction are discussed.

Graduation Semester

2015-5

Type of Resource

text

Permalink

http://hdl.handle.net/2142/78328

Copyright and License Information

Copyright 2015 Crystal Carlson

Owning Collections