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Enhancing Learning Through Different Cues in Multimedia Materials



Author(s)

Renante Egcas

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DOI:10.17265/2161-623X/2015.02.002

This study sought to determine the effects of multimedia language instruction with varying number of visual and verbal cues on the vocabulary achievement of education students. Multimedia materials differ in the number and quality of visual and verbal cues. Many of these cues, such as facial expressions, gestures, proximity, appearance, and tone of voice, have been found to be beneficial to the learning process. This is an experimental research which used the randomized multi-group with a pre-test and post-test design. There were 60 research respondents involved in this study. They were randomly assigned to four treatment groups (TGs) employing the randomized matching technique on the basis of mental ability and vocabulary ability. Each TG received six multimedia lessons on vocabulary set in four experimental variables, such as TG₁—video: full visual and verbal cues; TG₂—still picture, text, and audio: limited visual and full verbal cues; TG₃—still picture and text: limited visual and no verbal cues; and TG₄—audio only: no visual and full verbal cues. The vocabulary achievement of the research participants was correlated to gender, age, socio-economic status (SES), grade point average (GPA) in English, and attitudes towards multimedia instruction. Statistical analyses showed no significant difference in the vocabulary achievement among the four TGs. Significant relationships were noted only between age and vocabulary achievement and between GPA in English and vocabulary achievement.

multimedia, cues, vocabulary, achievement