| This study employed an experimental design where 138 community college students, selected via a convenience sample, were randomly assigned to four treatment and one control groups. The study examined the effect of closed interactive multimedia learning environment (IMLE) with high and low motivation on short- and long-term memory. Analysis of variance was conducted to determine the statistical significance of posttest and retention test score difference between groups, and a factorial analysis of variance was conducted to determine the statistical significance of memory retention, over an approximate two week interval, between groups. A statistically significant difference was found between experimental groups and the control. A second statistically significant difference was found between objectivist (linear) IMLE and constructivist (nonlinear) IMLE on short-term memory. The study found no statistically significant difference between graphical motivational factors nor did it find a statistically significant difference between objectivist (linear) and constructivist (nonlinear) for long-term memory retention. Even though the study determined no statistically significant difference between groups for long-term memory retention, the constructivist group did display the highest memory retention rates. |
