Effects of multimedia instruction on achievement and attitudes.

Lehleitner, Gwendolyn Cross, Ph.D., University of Kansas, 1998.

Abstract


The purpose of this study was to explore the effects of a multimedia presentation on achievement and attitude in the adult learner. One hundred and one employees from a pharmaceutical company participated in a learning session on a new product introduction. Participants received business strategies, product information, and a review of a selling tactic and were exposed to either a conventional presentation on overhead transparencies or a multimedia-facilitated presentation on a personal computer. It was hypothesized that there would be differences in achievement and attitude between those receiving multimedia-facilitated instruction and those receiving traditional instruction as measured by a post-treatment test and survey. Findings suggested that multimedia showed no difference in achievement or attitude. Univariate analysis on individual components of learner attitude suggested that some slight differences existed among multimedia participants, positively relating to the benefits of music and negatively relating to the readability of the graphics. It was generally concluded that learning is comparably delivered through multimedia-assisted presentations.