Effect of Screen Size on Multimedia Vocabulary Learning

Autor/inn/en	Kim, Daesang; Kim, Dong-Joong
Titel	Effect of Screen Size on Multimedia Vocabulary Learning
Quelle	In: British Journal of Educational Technology, 43 (2012) 1, S.62-70 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2010.01145.x
Schlagwörter	Vocabulary; Pretests Posttests; Visual Perception; Vocabulary Development; Multimedia Instruction; School Holding Power; English (Second Language); Middle School Students; Teaching Methods; Comprehension; Documentation; Multimedia Materials; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Wortschatz; Visuelle Wahrnehmung; Wortschatzarbeit; Multimediales Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Verstehen; Verständnis; Dokumentation; Ausland; Korea; Republik
Abstract	The objective of this study was to investigate the effects of three different screen sizes (small, medium and large) and two types of multimedia instruction (text only and text with pictorial annotation) on vocabulary learning. One hundred thirty-five Korean middle school students learning English as a foreign language were randomly distributed into six groups and were given a pretest, a self-study multimedia instruction, a posttest and a retention test online. The pretest, posttest and retention test were identical and included 30 vocabulary questions. Results show that the large screen multimedia instruction helped the students to learn English vocabulary more effectively than the small screen instruction as demonstrated on both the posttest and retention test. However, there was little difference in vocabulary learning between the text-only and text-with-pictorial annotation instructions. Although visual perception can be influenced by each learner's expectations and knowledge, using a smaller screen for instruction causes more challenges for learners to perceive and comprehend vocabulary learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10