Learning through multimedia : the roles of prior knowledge and approaches to learning

The effects of text-supplementing illustrations have been generally well established (Mayer, Bove, Bryman, Mars & Tapangco, 1996). However, these effects are not universal, and are influenced by learner factors including student approaches to learning and prior knowledge (Ollerenshaw, Aidman & Kidd, 1997). The current study extends both Mayer et al. (1996) and Ollerenshaw et al. (1997) studies to examine h o w learners with different levels of prior knowledge and approaches to learning can learn from an extended set of text supplementation conditions, including animation and full multimedia instruction, manipulated through a repeated measures within-subjects experimental design. A sample of 84 tertiary students completed a prior knowledge measure, the Study Process Questionnaire (Biggs, 1987b) and studied four brief, explanatory biology topics, rotated under four text supplementation conditions, including text-alone, static illustrations, animation and multimedia (text and animation). Retention and problem-solving were measured as dependent variables, following instruction in each of the text supplementation conditions. The results showed that text supplementation had a differential impact on learning outcomes for different learners. Visual instruction tended to produce better learning outcomes, compared to text-only instruction. Prior knowledge did not significantly influence the differential efficiency of the three forms of visual instruction. The direction of non significant trends indicate, however, that novice learners showed their higher retention following static, illustrations-based instruction, while knowledgeable learners showed their highest levels of retention with animation instruction. The effects of text supplementation were not influenced by student approaches to learning. In a post-test survey, surface learners showed greater preferences for visual instruction than all other learners. The trends suggest that visual instruction, particularly static illustrations instruction and multimedia, have varying instructional value for individual learners, depending on their level of prior knowledge. Therefore, tailoring instructional modes of text supplementation to the individual learner profile, m a y prove beneficial. The significant results combined with the non significant trends indicate that further research in this area is necessary in order to fully understand the role that learner factors have on learning.