Using Multimedia to Improve Science Vocabulary Performance of Students in At-Risk Populations

• In Event: Special Education Research: Multimedia Interventions

Abstract

This paper presents findings from a quasi-experimental study exploring effectiveness of Content Acquisition Podcasts (CAPs). CAPs are short multimedia vignettes used to teach vocabulary terms and concepts that provide supplementary instruction to students within and beyond the classroom. They are designed using Mayer’s Cognitive Theory of Multimedia Learning and evidence-based instructional design principles, and include evidence-based practices for vocabulary. This study extended previous CAP research by examining their impact on learning within middle school science, the impact of multiple viewings, and focused on students with disabilities and English Language Learners. Results indicated that students with access to CAPs outperformed those without CAP access on a science vocabulary measure. Number of CAP views had a strong positive correlation with posttest performance.

Authors

• Michael J. Kennedy, University of Virginia

• John Romig, University of Virginia

• Wendy J. Rodgers, University of Virginia

• Kat Alves, University of Virginia