Experimental Research On Multimedia Instructional Effects Caused By Presenting Information In Different Patterns

To investigate the multimedia instructional effects caused by presenting information in different patterns, we selected 187 undergraduates who have low experience of meteorology knowledge, and divided them randomly into six groups: simultaneous presenting animation and the corresponding explanation in auditory and visual modalities group, simultaneous presenting animation and on-screen text group, simultaneous presenting animation and narrated explanation group, on-screen text with preceding animation group, redundant explanations with preceding animation group, and simultaneous presenting animation and narration with sequential on-screen text group. According to the presenting patterns, we can categorize them into two dimensions: simultaneous presenting and sequential presenting. After compared two dimensions respectively and intercompared two dimensions, we made following conclusions: (1) when presenting simultaneously, the instructional effect of simultaneous presenting animation and narrated explanation group is the best one, the second is simultaneous presenting animation and on-screen text group, simultaneous presenting animation and the corresponding explanation in auditory and visual modalities group is the worst; (2) when presenting sequentially, the instructional effect of simultaneous presenting animation and narration with sequential on-screen text group is the best, the second is redundant explanations with preceding animation group, the worst one is on-screen text with preceding animation group; (3) intercomparing different presenting patterns, the instructional effect of simultaneous presenting animation and narration with sequential on-screen text group is the best, the second are redundant explanations with preceding animation group and simultaneous presenting animation and narrated explanation group, the third are simultaneous presenting animation and on-screen text group and on-screen text with preceding animation group, simultaneous presenting animation and the corresponding explanation in auditory and visual modalities group is still the worst one; (4) there is a great significant correlationship between four measurements which can reflect the cognitive load subjectively and objectively.