Visual Language Retention

2016

Multimedia presentation of information in instruction is widely used in many academic and business settings around the world. The multimedia part of this instruction is not only the use of computers, but also includes textbooks with pictures, handouts, videos, etc., anything that uses “multiple” sources of media and multiple perceptions to learn. Today there is a need for a well-defined, wide-spread, and easy to remember definition of visual grammar for presentation software use in the classroom. This research presents the finding of three attributes of this visual grammar, background color, font style, and text density. A platform of presentation software was used to test and define these characteristics on student retention in a classroom setting. In addition, this research was conducted in Japan and the USA to ascertain if there is a cross cultural perceptual difference in retention of information.

The purpose of this research paper is to show how to best use visual aids in the ESL/EFLclassroom. Using visual aids such as pictures, posters, postcards, word calendars, realia, charts, graphic organizers, picture books, television, videos from iTunes, and computers can help students easily understand and realize the main points that they have learned in the classroom. For each visual aid, students have different responses and expressions because of their different educational and cultural background. Using visual aids can help students understand the deep meaning of a topic and realize similarities and differences between each topic. The author has included detailed a description of different visual aids as well as three lesson plans which employ many different visual aids. The intent is to guide ESL/EFL teachers everywhere in the optimal use of visual aids in their classroom.

This study was designed to examine the effect of the redundancy principle in a multimedia presentation constructed for foreign language vocabulary learning on undergraduate students' retention. During the experiment, students received a multimedia presentation on Turkish vocabulary and answered questions on retention test. Some students received animation, concurrent narration and concurrent text (ANT group); other students received only animation and concurrent narration (AN group). According to the redundancy principle, adding redundant on-screen text to a multimedia explanation where it is already narrated, results in poorer learning (Kalyuga, Chandler & Sweller, 1999; Mayer, Heiser & Lonn, 2001). That is, when making a multimedia presentation with a narration and animation, the designers should not add on-screen text that duplicates words that are already spoken in the narration although students have more exposure to the multimedia presentation when it is delivered in three ways (animation, narration and text). The reason for removing on-screen text from the multimedia presentation is because of the cognitive theory of multimedia learning that is based on three assumptions: dual-channel (Clark & Paivio, 1991), limited capacity (Baddeley, 1992) and generative learning assumption (Mayer, 1996) or active processing. On the other hand, the reason for adding on-screen text is based on the information delivery hypothesis, which states that students learn more when the same information is delivered by means of more paths rather than fewer paths (Mayer et al, 2001). That is, " adding on-screen text to a narrated animation will result in better performance on tests of learning that focus on remembering verbal explanation (ie, retention test) " (Mayer et al, 2001, p. 190).Therefore, the underlying hypothesis of this study is that when the students are exposed to the material in multiple ways through ANT, the learning and the retention will have better results in foreign language learning. Early research on vocabulary learning with text and pictures has consistently found that when the written vocabulary words are paired with pictures, there is a better retention of vocabulary words (Paivio, Clark & Lambert, 1988; Plass & Jones, 2005). Besides, presenting both on-screen text and narration at the same time is better than presenting just on-screen text or narration because students might choose the one that best fits their learning style (Mayer et al, 2001). This small study is expected to contribute to the cognitive theory of multimedia learning literature in three ways. First, the study was realized in ecologically more valid environment than Mayer's experiments, because the experiment was done through authentic classroom experience. Unlike the experiments done in Mayer's cognitive laboratory, this study was done within regular classroom settings. Classroom research is an important way to establish external validity of findings when using multimedia. Second, the study was done in a different content area, foreign language learning. It was suggested by Plass and Jones (2005, p. 483) that an area for future research is " the integration of second-language acquisition theory and cognitive theories of multimedia learning. " Third, the study was conducted with non-Turkish speaking students, which is also another contribution to the literature on multimedia learning. Besides, students'

British Journal of Educational Technology, 2012

This study was designed to examine the effect of the redundancy principle in a multimedia presentation constructed for foreign language vocabulary learning on undergraduate students' retention. During the experiment, students received a multimedia presentation on Turkish vocabulary and answered questions on retention test. Some students received animation, concurrent narration and concurrent text (ANT group); other students received only animation and concurrent narration (AN group). According to the redundancy principle, adding redundant on-screen text to a multimedia explanation where it is already narrated, results in poorer learning (Kalyuga, Chandler & Sweller, 1999; Mayer, Heiser & Lonn, 2001). That is, when making a multimedia presentation with a narration and animation, the designers should not add on-screen text that duplicates words that are already spoken in the narration although students have more exposure to the multimedia presentation when it is delivered in three ways (animation, narration and text). The reason for removing on-screen text from the multimedia presentation is because of the cognitive theory of multimedia learning that is based on three assumptions: dual-channel (Clark & Paivio, 1991), limited capacity (Baddeley, 1992) and generative learning assumption (Mayer, 1996) or active processing. On the other hand, the reason for adding on-screen text is based on the information delivery hypothesis, which states that students learn more when the same information is delivered by means of more paths rather than fewer paths (Mayer et al, 2001). That is, "adding on-screen text to a narrated animation will result in better performance on tests of learning that focus on remembering verbal explanation (ie, retention test)" (Mayer et al, 2001, p. 190).Therefore, the underlying hypothesis of this study is that when the students are exposed to the material in multiple ways through ANT, the learning and the retention will have better results in foreign language learning. Early research on vocabulary learning with text and pictures has consistently found that when the written vocabulary words are paired with pictures, there is a better retention of vocabulary words (Paivio, Clark & Lambert, 1988; Plass & Jones, 2005). Besides, presenting both on-screen text and narration at the same time is better than presenting just on-screen text or narration because students might choose the one that best fits their learning style (Mayer et al, 2001). This small study is expected to contribute to the cognitive theory of multimedia learning literature in three ways. First, the study was realized in ecologically more valid environment than Mayer's experiments, because the experiment was done through authentic classroom experience. Unlike the experiments done in Mayer's cognitive laboratory, this study was done within regular classroom settings. Classroom research is an important way to establish external validity of findings when using multimedia. Second, the study was done in a different content area, foreign language learning. It was suggested by Plass and Jones (2005, p. 483) that an area for future research is "the integration of second-language acquisition theory and cognitive theories of multimedia learning." Third, the study was conducted with non-Turkish speaking students, which is also another contribution to the literature on multimedia learning. Besides, students'

Journal of educational …, 1998

English-speaking college students who were enrolled in a German course read a 762-word German language story presented by a computer program. For key words in the story, students could choose to see a translation on the screen in English (i.e., verbal annotation) or view a picture or video clip representing the word (i.e,, visual annotation), or both. Students remembered word translations better when they had selected both visual and verbal annotations during learning than only 1 or no annotation; students comprehended the story better when they had the opportunity to receive their preferred mode of annotation. Results are consistent with a generative theory of multimedia learning that assumes that learners actively select relevant verbal and visual information, organize the information into coherent mental representations, and integrate these newly constructed visual and verbal representations with one another.

International Journal of Science and Management Studies (IJSMS), 2021

In Vietnam, EFL learners have always been concerned about improving their grammar knowledge, and many efforts have been made to do so through various methods. Some studies suggest engaging students in their learning process and focusing their attention on untilizing multimedia and visualizations in form of infographics. However, little research has been conducted on the topic, and the current study is an attempt to find empirical evidence for such a suggestion in Vietnam context. This study was designed to examine the impact of infographics instruction on grammar learning. While the experimental group learned grammar with infographics instruction, the controlled group learned it with routine and traditional techniques. Finding reveals that infographics instruction was an effective instrument to help EFL learners learn English grammar.

US-China Education Review A, 2015

This study sought to determine the effects of multimedia language instruction with varying number of visual and verbal cues on the vocabulary achievement of education students. Multimedia materials differ in the number and quality of visual and verbal cues. Many of these cues, such as facial expressions, gestures, proximity, appearance, and tone of voice, have been found to be beneficial to the learning process. This is an experimental research which used the randomized multi-group with a pre-test and post-test design. There were 60 research respondents involved in this study. They were randomly assigned to four treatment groups (TGs) employing the randomized matching technique on the basis of mental ability and vocabulary ability. Each TG received six multimedia lessons on vocabulary set in four experimental variables, such as TG 1-video: full visual and verbal cues; TG 2-still picture, text, and audio: limited visual and full verbal cues; TG 3-still picture and text: limited visual and no verbal cues; and TG 4-audio only: no visual and full verbal cues. The vocabulary achievement of the research participants was correlated to gender, age, socioeconomic status (SES), grade point average (GPA) in English, and attitudes towards multimedia instruction. Statistical analyses showed no significant difference in the vocabulary achievement among the four TGs. Significant relationships were noted only between age and vocabulary achievement and between GPA in English and vocabulary achievement.

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