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Record identifier : 565558
Personal Name - Primary Intelectual Responsibility : Vassar, Patricia M
Title and statement of responsibility : A comparison of the relative effectiveness of type of elaboration in a Web-based course [Thesis]
Publication, Distribution,Etc. : The University of Memphis, 2004
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , The University of Memphis
Summary or Abstract : This study investigated the impact of three formats of content elaboration on memory for materials and preference/liking in a web-based module. Participants were 222 Introductory Psychology students who were randomly assigned to take one of three versions of a web-based instructional module covering basic concepts of Industrial-Organizational Psychology. Elaborative text was presented on several frames of the module and depending on condition was presented via on-screen text, synthesized voice, or human voice. The content of the elaborative elements was held constant across conditions. Mastery of the material and liking were the primary dependent variables. Students with higher reading comprehension scores performed significantly better on the mastery test than their low reading comprehension counterparts in the synthesized voice and text elaboration conditions; mastery was equivalent in the human voice elaboration condition. Participants with high reading comprehension scores performed significantly better in the text condition than they did in the human voice elaboration condition; their performance in the synthesized voice condition was not significantly different from their performance in the text and human voice conditions. Participants with low reading comprehension scores performed significantly better in the human voice elaboration condition than in the synthesized voice elaboration condition; their performance in the text elaboration condition was not significantly different from their performance in the synthesized voice and human voice condition. Regardless of reading comprehension level, participants in the human voice elaboration condition reported significantly higher liking than was reported in the synthesized voice condition, but the expected relationship between synthesized voice and text was not confirmed; participants in the text condition reported significantly higher liking ratings than did participants in the synthesized voice condition. Reading comprehension level did not affect liking..
Topical Name Used as Subject : Families family life, Personal relationships, Sociology, Cognitive therapy
Information of biblio record : TL
 
 
 
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