THE RELATIONSHIP BETWEEN SCREEN MEDIA AND LEARNING Maggie Quan

Introduction

Increase in use of

screen media in classrooms

Learning affected by:

Concentration, memory,

attention

Effect on Learning

Presentation features that improve learning

Factors that interfere with learning

Presentation features that improve learning

Exposed to different presentation formats

Presented with Information

Assessed for learning and/or surveyed for feelings about format

General Methods

Visual and Verbal Input #1 Conditions:

Video of lecture

Slides & Audio

Measured:

Cognitive Load

& Learning (recall & transfer)

Results:

More cognitive load in video condition (Split Attention Effect)

No significant difference in learning

Homer, Plass, & Blake (2007)

Visual and Verbal Input #2 Conditions (Both):

Video

No Video

Measured:

Cognitive Load,

Learning, & Preference

Results:

More cognitive load in video condition in less preferred format

No significant difference in learning Homer, Plass, & Blake (2007)

Media Richness Conditions:

textaudio (lowest media richness)

audiovideo

textaudiovideo (highest media richness)

Measure:

Intention to continue using, concentration, perceived usefulness (PU)

Results

The more rich in media, the more concentration

Text-audio-video perceived most useful. Audio-video perceived least useful, possibly because missing text

PU and concentration positively related to intention to use

Liu, Liao & Pratt (2008)

Display types Conditions:

Immersive Reality Center

Three-Panel Display

Measured:

Learning (recall) & level of immersion

Results:

Significantly more learning in Three-Panel Display, possibly because of familiarity

Immersion affects presence, but not learning Fassbender et al. (2011)

Factors that interfere with learning

General Methods:

Perform a learning task

Exposure to a media condition

Recall and/or other cognitive functions measured

High- and Low- Arousal 4 Conditions:

High-Arousing

Low-Arousing

Measured Recall

Results:

Scores (lowest to highest):

High Arousal Video Game High Arousal Film Low Arousal Video Game Low Arousal Film

Maas et al. (2011)

Video Game Film Video Game Film

Overexposure and Sleep Conditions:

Television

Computer Game

Measures:

Sleep, visual and verbal memory

Results:

Disturbed sleep in computer game, reduced performance

Dworak et al. (2007)

Pacing Conditions:

Fast-paced tv

Educational tv

Drawing

Measured

Performance on 4 Executive Functioning Tasks

Results

Fast-paced television had the poorest EF performance

Lillard & Peterson (2011)

Discussion

High-arousal media may disrupt sleep and impair

performance on learning tasks

Arousal takes up energy

Media that is unfamiliar and/or not preferred are

more taxing on the brain

Critique

Most studies only measured learning as simple recall,

but not application

Participants in lecture conditions were

undergraduate and graduate students, so they may

have better self-regulation

Conclusion

Media design may help with individualized learning

Based on familiarity and preference (visual, audio,

text, display)

Future direction