Linear Multimedia Benefits to Enhance Students’ Ability to Comprehend Complex Subjects

The main objective of this program was to produce animated educational material to stimulate students’ interest and learning process related to the sciences and to measure their impact. The program material was designed to support middle school educators with an effective, accessible, and novel didactic tool produced specifically to enhance and encourage the learning of chemistry. The study introduced the Periodic Table of the Elements, utilizing materials developed for middle school students in two distinct formats: printed material in English or Spanish, and an animated video with English or Spanish language narration. Participants were 320 students in middle schools in Mexico and Texas. A questionnaire was administered to assess learning. The results compare the difference between the students’ ability to recall and comprehend complex subjects as presented by linear multimedia as opposed to printed text. The study additionally offered an opportunity to observe the advantage of applying a narrative format to procedural text. It is concluded that, in both countries, students appeared to be more attentive to the animated material. (AEF) Reproductions supplied by EDRS are the best that can be made * * from the original document. Linear Multimedia Benefits to Enhance Students’ Ability to Comprehend Complex Subjects Gilbert A. Handal, M.D., FAAP Professor/Regional Chair, Department of Pediatrics, Texas Tech University Health Sciences Center 4800 Alberta, El Paso, Texas, 79905 Tel: (915) 545-6791, Fax: (915) 545-6976, e-mail:[email protected] Marie A. Leiner, MA Special Projects Director, Department of Pediatrics, Texas Tech University Health Sciences Center 4800 Alberta, El Paso, Texas, 79905 Tel: (915) 545-6829, Fax: (915) 545-6677, e-mail:[email protected] Carlos Gonzalez, MA Secretary General Universidad Autonoma de Ciudad Juarez, Lopez Mateos # 20, Circuito Pronaf, Ciudad Juarez, Chih. Mexico, Tel: (16) 11-1064, Fax: (16) 111063, e-mail:[email protected] Erika Rogel, LDG Coordinator International Program of Animation Universidad Autonoma de Ciudad Juarez, Lopez Mateos # 20, Circuito Pronaf, Ciudad Juarez, Chih. Mexico, Tel: (16) 11-5989, Fax: (16) 111063 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement E CATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Abstract: Living in the information age has increased the complexity of our forms of communication, especially in education. Computer-controlled combinations of text, graphics, sound, photographs, film, and other types of media have surrounded our lives, thereby transforming the traditional educational process. In spite of the allurement of these sophisticated, modern communication systems; laserdiscs, videofiles, CD-ROMs, etc., these materials enhance, rather than replace, the traditional teaching style. Nonetheless, educators are challenged with creating innovative contexts for learning that expand the students’ ability to recall and comprehend complex subjects in a competitive, media-communication environment. There are two, major categories of multimedia; non-linear or interactive and linear. Both utilize similar elements: text, graphics, animation, sound, and video. Video production is considered linear multimedia. This research measures the students’ ability to recall and comprehend complex subjects utilizing linear multimedia and its benefits.