MLM-script presentations fall between the other two groups: above the Textbook group but below the MLM group, as multimedia learning theory predicts¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2 · i1 small
Currency · newest study 2008 · 1 of 2 entries checked against their sources (automated) · not reviewed by a person

Subclaims¶

q2 i? The MLM-script group scored above the Textbook group but below the MLM group on both assessments, in accord with predictions from the coherence and dual-channel principles. → Stelzer 2008 q2 i? Table III reports MLM vs Textbook effect sizes of 0.74 (p < 0.01) and 0.67 (p < 0.01), MLM-script vs Textbook of 0.36 (p = 0.06) and 0.31 (p = 0.16), and MLM vs MLM-script of 0.46 (p = 0.03) and 0.45 (p = 0.04). → Stelzer 2008 (2)

Evidence¶

Stelzer 2008¶

Stelzer, Gladding, Mestre, and Brookes. (2008). Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content. https://arxiv.org/abs/0806.0405 doi:10.48550/arxiv.0806.0405

q2 · i? · no effect size could be confirmed in the full text · causal · r2

Comparison of the three randomized groups on the Post-Lesson Assessments and Retention Test, shown in Table II and Fig. 2. The article states "Our findings were in accord with these predictions" from multimedia learning theory.

"The MLM-script group’s scores are above those of the Textbook group, but below those of the MLM group."

Stelzer 2008 (2)¶

Stelzer, Gladding, Mestre, and Brookes. (2008). Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content. https://arxiv.org/abs/0806.0405. doi:10.48550/arxiv.0806.0405

q2 · i1 · causal · r2

Table III of the Results section prints effect sizes and p-values for all pairwise comparisons; the MLM-script vs Textbook differences did not reach significance (p = 0.06 and p = 0.16), while MLM vs MLM-script did (p = 0.03 and p = 0.04).

"Table III shows the effect size S and the p-value for all possible comparisons of the three groups for both the Post-Lesson Assessments and the Retention Test. The p values were computing using ANCOVA with the physics 211 exam scores as the covariant."

Discussion¶

Related Claims¶

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