The Influence of the Multimedia Learning on College Students With and Without Dyslexic

• In Event: E-Books and Multimedia in Supporting Student Learning

Abstract

This study used a Multimedia (Image Present vs. Image Absent) x Modality (Narration vs. Onscreen Text) x Dyslexic (Dyslexic vs. Non-Dyslexic) 3-way factorial design to examine the influence of the multimedia and modality principles on cued-recall, recognition, satisfaction, and mental effort with dyslexic and non-dyslexic college students. 73 dyslexic and 75 non-dyslexic students were systematically assigned to one of four multimedia learning conditions. Two key findings show that students with dyslexia performed significantly better on cued-recall items in text-based conditions than students without dyslexia, while students without dyslexia performed significantly better than those with dyslexia in narration conditions with or without pictures. Implications for practice, future research and adaptive and personalized design will be discussed.

Authors

• Jiawen Zhu, East China Normal University

• Kara M. Dawson, University of Florida

• Albert Dieter Ritzhaupt, University of Florida

• Pasha Antonenko, University of Florida

• Kendra Saunders, University of Florida

• Jiahui Wang, Kent State University

• Linda Lombardino, University of Florida