Learning a Procedure from Multimedia Instructions [microform] : The Effects of Film and Practice / Patricia Baggett

In a study that was conducted to measure performance as a function of multimedia instructions, 360 college students in a University of Colorado introductory psychology course were taught to build a model helicopter from an assembly kit. Their instructions consisted of either viewing a narrated film (one or two viewings), or hands-on practice using a model as a guide (building one or two models), or a combination (see film first, build second; or build first, see film second). Performance on assembly from memory was assessed either immediately or after a one-week delay using both structural and functional measures. Performance was best immediately for groups who had hands-on practice, either twice or in conjunction with a film. After a week, the group who practiced first and saw the film second performed significantly better than all others. A theoretical framework based on multimedia concept formation may account for the results. In order for lasting concepts to be formed in memory, a precedence is suggested: motoric elements should be put in first, followed by visual, followed by linguistic. (Author/LMM)