The Effects of Multimedia Interface Design on Original Learning and Retention

Abstract

The goal of this research was to

compare the learning outcomes of three

methods of instruction: a text-based

instructional system and two multimedia

systems. The two multimedia systems

used different interface designs. The

first multimedia system used a

topic-oriented interface which is

somewhat standard in multimedia

design. The second multimedia system

presented a problem solving context

and simulated an industrial setting

where the user played the role of an

industrial engineer. All three methods

presented analogous information about

Time Study Analysis, a work

measurement technique used by

industrial engineers.

A between subjects experimental

design with two independent measures

examined two domains of learning:

verbal information and intellectual skills.

This design was used for two sessions

to examine original learning and

retention components of learning.

Original learning was measured

immediately following the instructional

treatment. Retention was measured two

weeks after treatment. Thirty subjects

of similar backgrounds (undergraduates

in Industrial and Systems Engineering)

participated in the experiment's two

sessions. Post-tests were used to

measure verbal information and

intellectual skills domains of learning

during each session. A combined score

for both domains was calculated. The

scores were analyzed using ANOVA

(analysis of variance). No significant

differences were found between the

three instructional methods for the two

domains or the combined score during

either the original learning session or the

retention session of the experiment.