Abstract
An experiment was conducted to examine how dual-coding theory would operate in a
computer-mediated learning task. The findings confirmed that modality can change the outcome
predicted by dual-coding theory. Participants who received narration performed as well as
participants who received on-line text. Participants who did not receive the text devised an ad hoc
mechanism (taking notes) for adjusting the level of information available to them.
| Original language | American English |
|---|---|
| State | Published - Oct 15 2004 |
| Event | Proceedings of the Academy of Organizational Culture, Communications and Conflict (Allied Academies International Conference, 2004) - Maui, Hawaii, USA Duration: Oct 15 2004 → … |
Conference
| Conference | Proceedings of the Academy of Organizational Culture, Communications and Conflict (Allied Academies International Conference, 2004) |
|---|---|
| Period | 10/15/04 → … |
Keywords
- ad hoc mechanisms
- computer-mediated task
- dual-coding theory
- information levels
- learning theory
- narration
- online text
Disciplines
- Business Administration, Management, and Operations
- Educational Methods
- Educational Psychology
- Instructional Media Design
- Online and Distance Education
- Educational Technology
- Cognition and Perception