Accessibility navigation

Learning a procedural task: effectiveness of multimedia presentations

Michas, I. C. and Berry, D. C. (2000) Learning a procedural task: effectiveness of multimedia presentations. Applied cognitive psychology, 14 (6). pp. 555-575. ISSN 0888-4080

Full text not archived in this repository.

It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing.

To link to this item DOI: 10.1002/1099-0720(200011/12)14:6<555::AID-ACP677>3.0.CO;2-4


Three experiments investigated the effectiveness of presenting procedural information through different media and their combinations. Experiment 1 examined the effectiveness of text, line drawings, text and line drawings, video. and video stills for learning a first aid task. The results showed an advantage of text and line drawings and of the video presentation over the other three conditions for both bandaging performance and answering questions about the task. Experiment 2 showed that the beneficial effect of the combination of text and pictures could not be accounted for simply in terms of a dual coding explanation. Rather, the effectiveness of the media and their combinations was influenced by the extent to which they conveyed action information. Finally, Experiment 3 showed no evidence of a contiguity effect: text and pictures were as effective when presented together on the same screen as when they were presented separately. Copyright © 2000 John Wiley & Sons, Ltd.

Item Type:Article
Divisions:Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology
ID Code:4664
Uncontrolled Keywords:text; illustrations; animation; pictures; words
Publisher:John Wiley

University Staff: Request a correction | Centaur Editors: Update this record

Page navigation