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The effects of multimedia advance organizers on comprehending authentic German video

, The University of Iowa, United States

The University of Iowa . Awarded


The purpose of this study was to explore the effect of multimedia advance organizers on comprehending two authentic video clips from a German TV series. Advance organizers have been defined in this study as introductory material that is presented before the main instruction. In this study, the advance organizers feature different modalities and are presented in different languages. Four different types of advance organizers were employed: (1) picture + English audio, (2) picture + English text, (3) picture + German audio, and (4) picture + German text. The study focused on whether advance organizers have an effect on comprehension, specifically, whether the advance organizer modality type (audio + picture vs. text + picture) and/or the language of the advance organizer affect comprehension. A total of 174 university students enrolled in second-year German participated in the study. The research instrument consisted of three parts: the advance organizers, the video material, and the comprehension questions. The video material used in the study consisted of two short clips ( Singles, Lotte) from a German TV series, Nesthocker, about a German family. The comprehension instrument consisted of two sets of 10 comprehension questions—five multiple-choice and five short-answer questions.

Based on the comprehension scores for each video clip, different trends regarding the advance organizer condition were observed. For the Singles video, the ANOVA revealed a two-way interaction between the two independent variables of modality and language. Consequently, it was necessary to consider both the modality and the language of the advance organizer. Only when both variables were taken into account simultaneously could we see that students comprehended better when given an audio advance organizer in English and a text advance organizer in German. The comprehension scores of the Lotte video showed a different trend. The ANOVA did not show a significant two-way interaction between the two independent variables of modality and language. Also, no significant main effect was found for modality. However, the two-way ANOVA revealed a significant main effect for language. Independent of modality, students performed better on the comprehension test when the advance organizer was presented in English rather than German.


Apitz, A. The effects of multimedia advance organizers on comprehending authentic German video. Ph.D. thesis, The University of Iowa. Retrieved April 18, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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