Barbara Fenesi

Combining Best-Practice and Experimental Approaches: Redundancy, Images, and Misperceptions in Multimedia Learning

This experiment combined controlled experimental design with a best-practice approach (i.e., real course content, subjective evaluations) to clarify the role of verbal redundancy, confirm the multimodal impact of images and narration, and highlight discrepancies between actual and perceived understanding. The authors presented 1 of 3 computer-based lecture conditions: audio, redundant (audio with redundant text), or complementary (audio with nonredundant text and images). Audio and redundant conditions produced similar actual understanding, whereas the complementary condition produced greatest actual understanding. Redundant condition learners perceived their understanding as greater than their actual understanding. Findings encourage multimedia research to balance controlled experiments with a best-practice approach to better understand effective multimedia design.

Physical Exercise Moderates the Relationship of Apolipoprotein E (APOE) Genotype and Dementia Risk: A Population-Based Study

Genetics and lifestyle independently determine dementia risk, but the interaction is unclear. We assessed the interactive relationship of apolipoprotein E (APOE) genotype and physical exercise on dementia risk over a 5-year period in 1,646 older adults from the Canadian Study of Health and Aging who were dementia-free at baseline. Physical exercise moderated the relationship between genotype and dementia (pu200a<u200a0.01). Specifically, for APOE ɛ4 non-carriers, the odds of developing dementia were higher in non-exercisers than exercisers (ORu200a=u200a1.98, 95% CIu200a=u200a1.44, 2.71, pu200a<u200a0.001), whereas, for APOE ɛ4 carriers, the odds of developing dementia were not significantly different between non-exercisers and exercisers (ORu200a=u200a0.71, 95% CIu200a=u200a0.46, 1.31, pu200a=u200a0.34). Given that most individuals are not at genetic risk, physical exercise may be an effective strategy for preventing dementia.

Evaluating the Effectiveness of Combining the Use of Corrective Feedback and High-Level Practice Questions

A growing trend in teaching practices is to combine instructional techniques to optimize learning. If two instructional techniques can independently facilitate comprehension, it may be reasonable to assume that their combination would contribute to even greater learning. Here we examine the effects of using corrective feedback (present or absent) and practice questions (high level or low level) during initial learning on subsequent comprehension test performance. Results suggest that there was no added benefit from combining feedback with high-level practice questions. Providing feedback or practice questions were equally likely to benefit learners but the combination provided no additional benefit.

Learners misperceive the benefits of redundant text in multimedia learning

Research on metacognition has consistently demonstrated that learners fail to endorse instructional designs that produce benefits to memory, and often prefer designs that actually impair comprehension. Unlike previous studies in which learners were only exposed to a single multimedia design, the current study used a within–subjects approach to examine whether exposure to both redundant text and non-redundant text multimedia presentations improved learners metacognitive judgments about presentation styles that promote better understanding. A redundant text multimedia presentation containing narration paired with verbatim on–screen text (Redundant) was contrasted with two non-redundant text multimedia presentations: (1) narration paired with images and minimal text (Complementary) or (2) narration paired with minimal text (Sparse). Learners watched presentation pairs of either Redundant + Complementary, or Redundant + Sparse. Results demonstrate that Complementary and Sparse presentations produced highest overall performance on the final comprehension assessment, but the Redundant presentation produced highest perceived understanding and engagement ratings. These findings suggest that learners misperceive the benefits of redundant text, even after direct exposure to a non-redundant, effective presentation.

The Effect of Image Quality, Repeated Study, and Assessment Method on Anatomy Learning.

The use of two‐dimensional (2D) images is consistently used to prepare anatomy students for handling real specimen. This study examined whether the quality of 2D images is a critical component in anatomy learning. The visual clarity and consistency of 2D anatomical images was systematically manipulated to produce low‐quality and high‐quality images of the human hand and human eye. On day 0, participants learned about each anatomical specimen from paper booklets using either low‐quality or high‐quality images, and then completed a comprehension test using either 2D images or three‐dimensional (3D) cadaveric specimens. On day 1, participants relearned each booklet, and on day 2 participants completed a final comprehension test using either 2D images or 3D cadaveric specimens. The effect of image quality on learning varied according to anatomical content, with high‐quality images having a greater effect on improving learning of hand anatomy than eye anatomy (high‐quality vs. low‐quality for hand anatomy Pu2009=u20090.018; high‐quality vs. low‐quality for eye anatomy Pu2009=u20090.247). Also, the benefit of high‐quality images on hand anatomy learning was restricted to performance on short‐answer (SA) questions immediately after learning (high‐quality vs. low‐quality on SA questions Pu2009=u20090.018), but did not apply to performance on multiple‐choice (MC) questions (high‐quality vs. low‐quality on MC questions Pu2009=u20090.109) or after participants had an additional learning opportunity (24 hours later) with anatomy content (high vs. low on SA questions Pu2009=u20090.643). This study underscores the limited impact of image quality on anatomy learning, and questions whether investment in enhancing image quality of learning aids significantly promotes knowledge development. Anat Sci Educ 10: 249–261.

One size does not fit all: older adults benefit from redundant text in multimedia instruction

The multimedia design of presentations typically ignores that younger and older adults have varying cognitive strengths and weaknesses. We examined whether differential instructional design may enhance learning in these populations. Younger and older participants viewed one of three computer-based presentations: Audio only (narration), Redundant (audio narration with redundant text), or Complementary (audio narration with non-redundant text and images). Younger participants learned better when audio narration was paired with relevant images compared to when audio narration was paired with redundant text. However, older participants learned best when audio narration was paired with redundant text. Younger adults, who presumably have a higher working memory capacity (WMC), appear to benefit more from complementary information that may drive deeper conceptual processing. In contrast, older adults learn better from presentations that support redundant coding across modalities, which may help mitigate the effects of age-related decline in WMC. Additionally, several misconceptions of design quality appeared across age groups: both younger and older participants positively rated less effective designs. Findings suggest that one-size does not fit all, with older adults requiring unique multimedia design tailored to their cognitive abilities for effective learning.

Grade 12 Versus Grade 13: Benefits of an Extra Year of High School

ABSTRACT With more students pursuing university, it becomes essential for high schools to provide training that maximizes their graduates’ success. There is debate over whether an extra year of high school better prepares students for university. The authors used a nationally representative survey to contrast academic and employment outcomes between high school graduates of Grade 12 and Grade 13. Results suggest that Grade 13 graduates obtain higher grades in high school, are more likely to pursue university, and are less likely to be employed full time compared with Grade 12 graduates. Among students enrolled in university, Grade 13 graduates report higher grades in university and satisfaction with their program and do not transfer out of their programs compared to Grade 12 graduates. These findings highlight the importance of an additional year of high school to produce better prepared and more satisfied graduates.