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Dissertation/Thesis Abstract

To what extent does textual reinforcement enhance an audience's comprehension and recall of plot elements in a short, animated mystery presented on video
by Williams, Judith, M.S., Kutztown University of Pennsylvania, 2007, 46; 1445916
Abstract (Summary)

Animation with text is a highly effective tool in the reinforcement of comprehension and retention, when applied as a theatrical approach to instruction (Gregg & Farnham, 1975; Hwang, 1999; McGallagher, 1975; Schleppegrell & Oxford, 1988; Tomlin & Villa, 1994; Williams, 1999). This is true whether it is moving text, pictures, or simply interesting transitions between visual segments. It can be an effective attention grabber, which lays the necessary foundation for learning (Gagne, 1968, 1970).

This study investigated the effects of textual reinforcement on an audience's comprehension and recall of plot elements in a short, animated mystery presented on video. Two identical short animations were created, and then text was applied to one, reinforcing the audio and visual content. Both versions were burnt to DVDs.

Six sections of the Introduction to Speech Communication course at Kutztown University were used for the study, with three sections randomly selected to view the experimental (textually enhanced) version and three sections viewing the control version. This course was selected for the sample because it is required of all majors at the University.

Immediately following all presentations, a fourteen-item questionnaire based on the program content was administered to test retention and comprehension of the information in the short animation. The literature suggested that the textual reinforcement in the experimental version would increase both retention and comprehension of program content.

This study found a highly significant increase in retention in the experimental group, but found no significant difference in comprehension between the two groups.

Indexing (document details)
Advisor: Kintsfather, David
School: Kutztown University of Pennsylvania
Department: Electronic Media
School Location: United States -- Pennsylvania
Source: MAI 46/03M, Masters Abstracts International
Subjects: Educational psychology, Cognitive psychology, Educational technology
Publication Number: 1445916
ISBN: 978-0-549-12609-6
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