All ten multimedia treatment conditions produced significant pre-to-post achievement gains with medium or high effect sizes¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i3 Each group's post-test mean was significantly higher than its pre-test mean, with Cohen's d ranging from .34 to .86 across the ten conditions. → Kutbay 2020

Evidence¶

Kutbay 2020¶

Kutbay, E. & Akpınar, Y. (2020). Investigating modality, redundancy and signaling principles with abstract and concrete representation. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(2), 131-145. https://eric.ed.gov/?id=EJ1255527

q2 · i3 · causal · r2

Paired t-tests on pre/post achievement for each of the ten multimedia conditions in the quasi-experiment (n=826 analyzed). Table 3 reports Cohen's d from .34 (W-C) to .86 (Sg-A); the Sg-A row shows "6.34 86 .000 .86", i.e., d = .86, the largest gain.

"Signaled written text & abstract animation (Sg-A) 3.97 2.11 6.15 2.89 2.18 3.21 6.34 86 .000 .86"

Discussion¶

Related Claims¶

• Multimedia Principle Improves Learning — the general claim this finding bears on, with the studies behind it
• Abstract and concrete animation representations do not differ significantly in middle school students' electricity achievement under any of the five text-representation conditions — related
• Video-based treatment produces significant macrostructure gains over five weeks, with a significant Group x Test interaction — related
• Both instructional conditions produced statistically significant pre-test to post-test gains in NOS and SK views, with larger effect sizes in the experimental group — related
• Individual study effect sizes span moderate to very high: eight studies medium, ten high, and thirteen very high by Cohen-criteria classification — related
• In one middle-school quasi-experiment on electricity, spoken-text groups outperform written-text groups with both abstract and concrete animation (d = .35) — related
• Students improved significantly from pre- to post-test in both topics, with a medium effect in experimental design and a small effect in graphing — a narrower finding that bears on this claim
• Multimedia treatment, prior science level, and unit pre-test level each independently influence electricity achievement, with no significant two-way or three-way interactions — related
• Students demonstrated significant improvement in genetics knowledge from pre-test to post-test after playing Geniventure — a narrower finding that bears on this claim