In one middle-school quasi-experiment, adding written text to spoken narration makes no significant difference to achievement with either abstract or concrete animation¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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 5 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Non-redundant Sp-A did not significantly differ from redundant W+Sp-A on achievement. → Kutbay 2020 q2 i? Non-redundant Sp-C did not significantly differ from redundant W+Sp-C on achievement. → 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 · i? · causal · r2

Independent-sample t-test in the quasi-experiment comparing spoken-text-only versus written-plus-spoken text with abstract animation. No significant difference: "t (184) = .35, p = .720"; equivalence was not tested.

"there was not a significant difference between the mean achievement scores for the Sp-A group and of the W+Sp-A group; t (184) = .35, p = .720"

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 · i? · causal · r2

Independent-sample t-test comparing spoken-text-only versus written-plus-spoken text with concrete animation. No significant difference was found; equivalence was not tested.

"between the mean achievement scores of the Sp-C group and of the W+Sp-C group; t (168) = .89, p = .372"

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
• In one middle-school quasi-experiment on electricity, spoken-text groups outperform written-text groups with both abstract and concrete animation (d = .35) — related
• On-screen text that duplicates the narration of a diagram can hurt learning, but spoken–written redundancy is not harmful on average and helps over spoken-only presentation in some conditions — a broader claim this one bears on
• Redundant on-screen text impairs learning when it competes with a visualization, though written text duplicating narration alone can help — a broader claim this one bears on
• Presenting words as spoken narration rather than on-screen text alongside graphics improves learning — related
• 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
• Modality principle: graphics with spoken text beat graphics with printed text for transfer — reports the opposite
• Redundancy principle: animation plus narration beats animation, narration, and on-screen text for transfer — reports the opposite
• Spoken–written presentations do not outperform written-only presentations but do outperform spoken-only presentations — related
• Co-constructing visual-textual representations without timeline integration did not significantly raise post-test scores over textual representations — related
• Video with concurrent narration and on-screen text yields higher immediate macrostructure comprehension than text alone or narration with text — related
• Video with concurrent narration and on-screen text yields higher immediate microstructure comprehension than text alone or narration with text — related