The Influence Of Knowledge Type And Presentation Style On Individual Cognition Of Different Cognitive Styles

Nowadays the multimedia is everywhere and the educators have also been dedicated to improving learning performance of multimedia. This research was based on the Cognitive Principles of Multimedia and Cognitive Load Theory and discussed the interaction between knowledge types, presenting modes and cognitive styles.The materials that were used in this research included conceptual knowledge and factual knowledge and the participants were grouped into verbal learners and imagery learners. There were three kinds of presenting modes, which were words, illustrations with annotations, animations with narrations. Among three independent variables, the knowledge type was within subjects whereas cognitive styles and presenting modes were between subjects. The independent variable was test scores.The result showed that the main effect of knowledge types was significant, F (1,124)=30.07,p<0.001. The main effect of cognitive styles was significant, F (1,124)=8.47,p<0.05. The main effect of presenting modes was also significant, F (2,124)=8.07,p=0.001. The interaction between knowledge types and cognitive styles was significant, F(1,124)=10.56,p=0.001. The interaction between knowledge types and presenting modes was significant, F (2,124)=3.45,p<0.01. However, the interaction between knowledge types, cogntive styles and presenting modes was not significant, F (2,124)=1.68,p>0.05.The below are conclusions of this study.The main effect of presenting modes was significant. The difference between words and illustrations with annotations or between illustrations with annotations and animations with narrations were both very significant. However, the scores between words and animations with narrations didn’t show much difference.The interaction between knowledge types and cognitive styles were significant. The test scores between verbal learners and imagery learners were significantly different for the conceptual knowledge but not significantly different for the factual knowledge. The score difference on conceptual knowledge and factual knowledge was significant for the verbal learners but not significant for the imagery learners.The interaction between knowledge types and presenting modes was significant too. To be specific, the changes for known types when were presented in words or illustrations with annotations, unlike in the animations with narrations was significant. The interaction between cognitive styles and presenting modes was significant. For both verbal learners and imagery learners presenting modes showed difference. The difference for cognitive styles in words and animation with narrations was significant while in illustrations with annotations was not significant.The interaction among knowledge types, cognitive styles and presenting modes was not significant.