| The purpose of this research was to extend the current theoretical understanding of multimedia learning by assigning a specific function to visual information as an aid to learning and comprehension. This research was designed to determine if differences could be found in a learner's comprehension of a scientific text when the learner was presented with visual annotations that served to aid in selecting, organizing, or integrating content information. Learners were assessed in terms of their abilities to recognize, comprehend, and transfer knowledge dependent on the function of the visual annotations provided in a treatment lesson.; The hypothesis was that presenting visual annotations that independently supported each of the three aforementioned processes would cause different learning outcomes. A series of tests were conducted to assess different types of learning. A Word Recognition Test and a Word Definition Test were designed to measure Knowledge. In addition, a Comprehension Test was designed to measure Comprehension. Further, a Transfer Test was designed to measure Application, Analysis, Synthesis and Evaluation (Bloom, 1956).; In the experiment carried out for this study, participants read a text describing how cell phones work and viewed either no annotations (text-only group), or annotations designed to support the selection (selection group), organization (organization group), or integration (integration group) of information.; As predicted, participants who viewed the visual annotations designed to support the selection process (selection group) scored higher on the Word Recognition Test than all other groups. These findings indicate that visual annotations can be designed to support Knowledge.; In addition, while not predicted, participants who viewed the visual annotations designed to support the integration process (integration group) scored higher on the Comprehension Test than individuals in the selection group and the text-only group. These findings suggest that visual annotations can be designed to support Comprehension. |
