Michas, I., & Berry, D. (2000). Learning a procedural task: Effectiveness of multimedia presentations. Applied Cognitive Psychology, 14(6), 555-575.

Michas, I.; Berry, D.

2000

Michas, I., & Berry, D. (2000). Learning a procedural task: Effectiveness of multimedia presentations. Applied Cognitive Psychology, 14(6), 555-575.

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Three experiments investigated the effectiveness of presenting procedural information to 18-45 yr olds through different media and their combinations. Experiment 1 (n = 75) examined the effectiveness of text, line drawings, text and line drawings, video, and video stills for learning a first aid task. The results showed an advantage of text and line drawings and of the video presentation over the other three conditions for both bandaging performance and answering questions about the task. Experiment 2 (n = 80) showed that the beneficial effect of the combination of text and pictures could not be accounted for simply in terms of a dual coding explanation. Rather, the effectiveness of the media and their combinations was influenced by the extent to which they conveyed action information. Finally, Experiment 3 (n = 108) showed no evidence of a contiguity effect: text and pictures were as effective when presented together on the same screen as when they were presented separately

The results of Experiment 2 suggest that effective media for learning of simple procedural tasks (like our bandaging procedure) are those which clearly convey action information which helps learners understand how to get from one step in the procedure to the next. This action information can be conveyed through the appropriate combination of verbal and visual media, or by a single medium "i.e. line drawing enhanced with appropriate symbols or features to represent the action.

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