Media effects on learning are not homogeneous across knowledge categories¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Media setting interacted with knowledge category: AV and PV beat PT for fact, active and visual knowledge, but no media effect appeared for process, passive or verbal knowledge. → Guttormsen Schär 2007

Evidence¶

Guttormsen Schär 2007¶

Guttormsen Schär, S., & Zimmermann, P. G. (2007). Investigating Means to Reduce Cognitive Load from Animations: Applying Differentiated Measures of Knowledge Representation. Journal of Research on Technology in Education, 40(1), 64–78. https://eric.ed.gov/?id=EJ826063 doi:10.1080/15391523.2007.10782497

q2 · i? · causal · r1

Analysis of variance in the 36-participant mixed-design experiment revealed media-by-knowledge-category interactions (Table 5): for fact knowledge AV > PT and PV > PT (both p = 0.003), for active knowledge AV > PT (p = 0.014) and PV > PT (p = 0.001), and for visual knowledge AV > PT (p = 0.022) and PV > PT (p = 0.029), while process, passive and verbal knowledge showed no effect.

"The interaction effects show that the effect of media was not homogeneous for all the knowledge categories. The measures for fact-, active- and visual-knowledge reflect the media effect as described above. There was, however, no effect of media for the other knowledge measures (i.e., process-, passive- and verbal knowledge)."

Discussion¶

Related Claims¶

• Voice-based multimedia settings (animation+voice and picture+voice) produce better learning performance than picture+text — related
• No media effect for process knowledge: animation did not improve learning of dynamic content — a narrower finding that bears on this claim
• Pre-experimental knowledge and education level relate to specific knowledge categories — related
• Media-rich videos combining text, pictures and voiceovers are rated more engaging than text-only videos — related
• Animations appear to pacify learners: static-picture groups navigated far more actively than the animation group — related
• Learning relational categories becomes more difficult as the complexity of the knowledge type increases — related