The Effects of Various Information Resources on Learning From a Hypertext Bilingual Lexicon
Tripp Steven, Warren B. Roby · Journal of Research on Computing in Education · 1994
In a series of experiments, we investigated the effects on achievement of adding various types of information to a hypertext dictionary. Earlier experiments looked at orienting and mnemonic visuals. To reinforce previous findings and to gain more information about learning from a hypertext/hypermedia dictionary, we added sound to our software and studied 76 subjects. These data were combined with data from 80 subjects who participated in a previous study, to give a final N of 156. It was our hypothesis that the encoding of two sources of information (graphic and phonic) should allow better retrieval of vocabulary because of the greater number of access routes. In general, the audio channel is an available but unused medium of communication, and its value should be explored. Results indicated that previous findings were reliable but that simple audio resources had no significant effect (p ≤ 0.4) on retention of vocabulary. We discuss results and offer explanations as to why audio had no effect.