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Linking vocabulary to imagery: Improving science knowledge through multimedia design

, University of Cincinnati, United States

University of Cincinnati . Awarded


This qualitative study looked at the vocabulary development of four urban sixth-grade students as they used laser disk and computer technologies to view images and then connect those images to textual definitions through multimedia design. Focusing on three science content areas (the water cycle, the rock cycle, and the web of life), students worked in pairs to create their own multimedia stacks that focused on the prescribed vocabulary. Using a combination of text, images, and audio, students demonstrated their understanding of content vocabulary words and how these words are interconnects within a science topic. Further, the study examined the impact that linking images to vocabulary and textual definitions has on helping students memorize definitions of the science content words.

It was found that the use of imagery had a positive affect on the students' ability to identify textual definitions and vocabulary words, though it did not have a great impact on their later recall of word/definition connections. In addition, by designing their own multimedia artifacts, students were able to connect the vocabulary and images within a specific content area and explain their function within a broader science concept. The results of this study were inconclusive as to the impact this activity had on the students' ability to transfer their knowledge to correctly answering questions similar to the ones they see on their state proficiency exam.


Adler, T.R. Linking vocabulary to imagery: Improving science knowledge through multimedia design. Ph.D. thesis, University of Cincinnati. Retrieved March 18, 2019 from .

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

Citation reproduced with permission of ProQuest LLC.

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