Abstract
Two experiments examined the effects of a multimedia technology referred to as “Time Compressed Animated Delivery” (TCAD), on student learning in a junior-level reproductive physiology course. In experiment 1, participating students received one of two presentations of the same instructional material: TCAD and a lecture captured on video. At the completion of each presentation a test was administered and group mean test scores computed and compared. The results were statistically significant (df = 362, t = 10.623, p < 0.05), favoring the TCAD treatment group. The effect size estimate was 1.14. In experiment 2, student learning from three groups were compared on the same reproductive physiology unit used in experiment 1: (1) TCAD, (2) TCAD without the 3-D component, and (3) video-lecture. After removal of three poor functioning items, a one-way analysis of variance was computed. The results were statistically significant (df = 2, F = 2.351, p < 0.10). Results of post hoc comparisons showed that differences in mean test scores between the TCAD and control groups were statistically significant (p < 0.05). The effect size estimate was 0.25. These findings provide preliminary evidence for use of TCAD.
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Acknowledgments
Funding for this study was obtained from the Institute of Education Sciences, United States Department of Education, SBIR Phase I Contract Award #’s ED-06-PO-0900 and ED-08-CO-0050. All work associated with this study is that of the authors. Errors, omissions, and opinions are attributed to the authors and not the funding agency.
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Trevisan, M.S., Oki, A.C. & Senger, P.L. An Exploratory Study of the Effects of Time Compressed Animated Delivery Multimedia Technology on Student Learning in Reproductive Physiology. J Sci Educ Technol 19, 293–302 (2010). https://doi.org/10.1007/s10956-009-9200-4
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DOI: https://doi.org/10.1007/s10956-009-9200-4