Learning from speech prompts in a computer-based tutorial on electric circuits

Arowolo, Kayode Mathews (2016) Learning from speech prompts in a computer-based tutorial on electric circuits. Doctoral (PhD) thesis, Memorial University of Newfoundland.

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Abstract

Despite the acknowledged roles speech may play in multimedia instructional packages, there is yet no consensus on how to integrate speech in multimedia learning resources. Researchers in multimedia learning advocate for clearer directions on the role of audio in multimedia instruction. This dissertation was concerned with two design guidelines for incorporating speech in multimedia instruction. Mann’s temporal speech cueing (that is, a multimedia learning environment with graphics and a brief spoken instruction, direction, or hint) and Mayer’s off-loading textual information into narration to “balance the input” (that is, a multimedia learning environment with graphics and a balance of spoken and on-screen information). Three versions of an Electric Circuits’ Tutorial (ECT) were developed ─ convergent temporal speech cueing version based on Mann’s structured sound function model, and the narrated screen text and on-screen text versions based on Mayer’s off-loading textual information into narration. The aim was to compare the learning processes in the three versions in order to determine which version would help below-average high school Physics students in Nigeria to focus their attention on critical information in the tutorial. The following research questions guided the study: How do Ilorin Senior Secondary School (SSS) (grade 11) students in the convergent temporal speech cueing group, narrated screen text group, and on-screen text group differ in their attentional focus on the electric circuits tutorial?, how do Ilorin SSS students (grade 11) in the three groups differ in their performance following the intervention with the Electric Circuits Tutorial?, and how do Ilorin SSS students (grade 11) in the three groups differ in their learning of electric circuits after a latency period of six weeks? Analyses of the self-explanations of the three experimental groups revealed that the three groups were significantly different from each other in the quality of participants’ self-explanations. However, the analyses of the posttest and delayed posttest data show that between groups modality effect was non-significant. Therefore, in order to integrate digitized speech in multimedia instruction for below-average students in Nigeria, instructional designers need to question existing design guidelines. Both the temporal speech cues and narrated text have their roles in instructional multimedia.

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