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Visual Aids to Learning in a Second Language: Adding Redundant Video to an Audio Lecture
Author(s) -
Lee Hyunjeong,
Mayer Richard E.
Publication year - 2015
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.3123
Subject(s) - audio visual , psychology , cognitive psychology , multimedia , communication , computer science
Summary Korean high school students (Experiment 1) and college students (Experiment 2a) received a 16‐minute lesson on Antarctica that consisted of English audio only (audio group) or English audio with corresponding video depicting the scenes and objects described in the audio (audio + video group). The audio + video group scored significantly (d = 0.33 in Experiment 1) or marginally higher (d = 0.42 in Experiment 2a) than the audio group on a subsequent comprehension test. The mean difficulty rating of the audio + video group was significantly less than that of the audio group (d = 0.62 in Experiment 1 and d = 0.96 in Experiment 2a); the mean effort rating of the audio + video group was significantly greater than that of the audio group (d = 0.60 in Experiment 1 and d = 0.79 in Experiment 2a). When the audio was in Korean, comprehension scores of college students did not benefit from added video (d = −0.03 in Experiment 2b). Copyright © 2015 John Wiley & Sons, Ltd.