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A clinical study was performed comparing the efficacy of multimedia learningmodules with traditional textbooks for the first few topics of a calculus basedintroductory electricity and magnetism course. Students were randomly assignedto three different groups experiencing different presentations of the material;one group received the multimedia learning module presentations and the othertwo received the presentations via written text. All students were then testedon their learning immediately following the presentations as well as two weekslater. The students receiving the multimedia learning modules performedsignificantly better than the students experiencing the text-basedpresentations on both tests.

Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content