In one middle-school quasi-experiment on electricity, spoken-text groups outperform written-text groups with both abstract and concrete animation (d = .35)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2 · i1 small
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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i1 Spoken text with abstract animation (Sp-A) yielded significantly higher achievement than written text with abstract animation (W-A), d = .35. → Kutbay 2020 q2 i1 Spoken text with concrete animation (Sp-C) yielded significantly higher achievement than written text with concrete animation (W-C), d = .35. → Kutbay 2020 (2)

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 · i1 · causal · r2

Independent-sample t-test comparing Sp-A and W-A groups in the quasi-experimental study of middle school students studying an electricity unit. The comparison was significant with a small effect: "t (171) = 2.31, p = .022; d = .35".

"there was a significant difference between the mean achievement scores of the Sp-A group and of the W-A group; t (171) = 2.31, p = .022; d = .35"

Kutbay 2020 (2)¶

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 · i1 · causal · r2

Independent-sample t-test comparing Sp-C and W-C groups in the same quasi-experiment. The spoken-text concrete-animation group significantly outperformed the written-text concrete-animation group, "t (148) = 2.49, p = .014; d = .35".

"between the mean achievement scores of the Sp-C group and of the W-C group; t (148) = 2.49, p = .014; d = .35"

Discussion¶

Related Claims¶

• Abstract and concrete animation representations do not differ significantly in middle school students' electricity achievement under any of the five text-representation conditions — related
• Presenting words as spoken narration rather than on-screen text alongside graphics improves learning — a broader claim this one bears on
• Spoken text modality does not significantly differ from signaled written text modality, or from signaled written plus spoken text, for either abstract or concrete animation — related
• In one middle-school quasi-experiment, adding written text to spoken narration makes no significant difference to achievement with either abstract or concrete animation — related
• All ten multimedia treatment conditions produced significant pre-to-post achievement gains with medium or high effect sizes — related
• The signaling effect holds only for abstract animation representations: signaling significantly improved achievement over written text with abstract animation but not with concrete animation — related
• 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
• Modality principle: graphics with spoken text beat graphics with printed text for transfer — a broader claim this one bears on
• Spoken–written presentations do not outperform written-only presentations but do outperform spoken-only presentations — related
• Verbal redundancy (spoken–written presentation) yields a small overall learning benefit with large between-study heterogeneity — related
• Animation produces a small overall learning advantage over static graphics in multimedia instruction — related