Efficacy of Various Media Types in Web Assisted Learning in the Undergraduate Chemistry Curriculum
Abstract
It is generally assumed that the inclusion of rich audio/visual presentations in Web-based tutorials will increase student performance. Limited data exist that either support this theory or describe the conceptual framework within which Web presentations are most effective. The author evaluated the efficacy of several Web-based tutorials featuring various forms of media. He found that as a whole, no statistically significant difference in student performance results when using text-only, text with illustrations, or interactive forms of Web-page design.
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