Abstract :
The evolution of the World Wide Web has encouraged a huge surfacing of
e-learning technologies over recent years. Often, such technology is rolled
out devoid of consideration towards the way in which students process and
assimilate information. To date, there exists inconclusive and contradictory
evidence concerning learnability effects of single- and dual-model systems in
education. To overcome this, we advocate that the design of e-learning systems
requires a managed mix of elements grounded in cognitive psychology. In this
paper, we report the results of a study concerned with determining an effective
mix of multimedia elements. This is with regard to the situated learnability
effects of single- and dual-modal systems tested via ‘text only’ and ‘text and
auditory–verbal’ conditions. We report on these experiments using science
computer-assisted teaching and music-oriented learning environment, elearning
environments developed to act as test platforms for this research. The
results indicated that simultaneous presentation of identical information via
text and narration was associated with enhanced learnability.
