Dual coding theory proposes that information received from combined verbal and visual sources can be integrated and retrieved from either channel. Stimuli can also elicit visuals from verbal information and verbal information from visuals. This theory is integrated into Mayer’s cognitive theory of multimedia learning (CTML).
Published in Chapter:
Multimedia Learning: Simulated vs. Real-World Digital Logic Circuit Curriculum
Jared Wuerzburger (Indiana State University, USA) and Oscar G. Henriquez (Indiana State University, USA)
Copyright: © 2019
|Pages: 15
DOI: 10.4018/978-1-5225-9438-3.ch012
Abstract
Instructors, professors, and lecturers are always seeking to provide students with real-world experiences that provide hands-on instruction, particularly in technical, engineering, and professional education environments. Many barriers to providing realistic project-oriented classroom experiences include safety, overall cost, procurement of necessary laboratory components, and available physical space. The study conducted analyzed the two randomly sampled student groupings of digital experiences and real-world experiences at a midwestern university, with groupings named traditional hands-on lab and MultiSim, respectively. Grouping 1 utilized digital labs simulations utilizing MultiSim while Grouping 2 used the traditional form of physical labs. The analysis did not indicate a statistically significant difference in student performance between groups using MultiSim (M=26.38, SD=14.527) and students using traditional hands-on methods (M=21.39, SD=16.284) t(45)=-1.11, p=.274. Implications, and recommendations are featured to provide context.