![](https://editlib-media.s3.amazonaws.com/sources/JEMH.jpg)
Multimedia for Vocational Guidance: Effects of Individualized Testing, Videos, and Photography on Acceptance and Recall
Article
Joachim P. Hasebrook, Bank Academy, Germany ; Markus Gremm, University for Banking, Germany
Journal of Educational Multimedia and Hypermedia Volume 8, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Multimedia could potentially facilitate learning processes: A great number of studies address specific effects of media like video and photography. It has been argued that (a) multiple media does not influence learning, (b) learning gains are due to instructional methods and (c) pictorial superiority has not been supported. Therefore, many researchers aim to make their multimedia systems more effective using "intelligent" software technologies to adapt to the learner's demands, abilities and knowledge. Seventy-five subjects participated in two concurrent experiments. We tested the influence of video, photography, and individualized testing on acceptance and recall of information provided by a multimedia encyclopedia about professions and educational programs. Video has no measurable influence in both experiments. Photography supports recall of all facts related to the illustrated professions. Individually calculated career options enhance acceptance and facilitate recall of all facts related to the suggested jobs. In a field study with 75 students, we compared the individual validation of four media for vocational guidance, two multimedia applications and two products of printed matter. Data analyses reveal that the students enjoyed using electronic media, but they rely on printed matter.
Citation
Hasebrook, J.P. & Gremm, M. (1999). Multimedia for Vocational Guidance: Effects of Individualized Testing, Videos, and Photography on Acceptance and Recall. Journal of Educational Multimedia and Hypermedia, 8(4), 377-400. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from https://www.learntechlib.org/primary/p/8832/.
© 1999 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Baddeley, A.D. (1990). Human memory. Theory and practice. Hillsdale, NJ: Lawrence Erlbaum.
- Barba, R.H. (1993). The effects of embedding an instructional map in hypermedia courseware. Journal of Research on Computing in Education, 4(25), 405-412.
- Barba, R.H., & Armstrong, B.E. (1992). The effect of HyperCard and interactive video on earth and space science students´ achievements. Journal of Educational Multimedia and Hypermedia, 1, 323-330.
- Bastien, C. (1992). Ergonomics for hypermedia software. In A. Oliviera (Ed.), Hypermedia courseware: Structures of communication and intelligent help (pp. 183-187). Heidelberg: Springer.
- Bennett, R.E. (1993). Toward intelligent assessment: An integration of constructed-response testing, artificial intelligence, and model-based measurement. In N. Frederiksen, R.J. Mislevy & I.I. Bejar (Eds.), Test theory for an new generation of tests (pp 99-123). Hillsdale, NJ:
- Brosius, H.B., & Mundorf, N. (1990). Eins und eins ist ungleich zwei: Differentielle Aufmerksamkeit, Lebhaftigkit von Information und Medienwirkung. Publizistik, 35, 398-407.
- Calvert, S.L., Huston, A.C., & Wright, J.C. (1987). Effects of television preplay formats on children´s attention and story comprehension. Journal of Applied Developmental Psychology, 8, 329-342.
- Clancey, W.J. (1987). Methodology for building an intelligent tutoring system. In G.P. Kearsley (Ed.), Artificial intelligence and instruction (pp 193-227). Reading, MA: Addison-Wesley.
- Clark, R.E., & Craig, T.G. (1992). Research and theory on multi-media learning effects. In M. Giardina (Ed.), Interactive multimedia learning environments. Human factors and technical considerations on design issues (pp. 19-30). Heidelberg: Springer.
- Collins, A., & Brown, J.S. (1988). The computer as a tool for learning through reflection. In H. Mandl & A. Lesgold (Eds.), Learning issues for intelligent tutoring systems (pp. 1-18). Heidelberg: Springer.
- Cummings, L.E. (1995). Educational technology—A faculty resistance view. Educational Technology Review, 4, 13-18.
- Deidesheimer, K. (1993). Feststellung der Studieneignung im Rahmen der Hochschulzulassung. Studienfeldbezogene Verfahren zur Feststellung
- Duchastel (1992). Towards methodologies for building knowledge-based instructional systems. Instructional Science, 20(5/6), 349-358.
- Escalada, L.T., Grabhorn, R., & Zollman. D.A. (1996). Applications of interactive digital video in a physics classroom. Journal of Educational Multimedia and Hypermedia, 5(1), 73-97.
- Fock, M. & Engelbrecht, G. (1986). MOT, Ergebnisse der Validierungsuntersuchungen und der Vorarbeiten für die Entwicklung eines studienfachbezogenen Auswertungsverfahrens. Nürnberg: Bundesanstalt für Arbeit (Psychologischer Dienst).
- Funke, U. (1993). Computerunterstützte Eignungsdiagnostik mit komplexen dynamischen Szenarios. Zeitschrift für Arbeits-und Organisationspsychologie, 37(3), 109-118.
- Ghiselli, E.E. (1973). The validity of aptitude test in personnel selection. Personnel Psychology, 26, 461-477.
- Hasebrook, J. (1995). Lernen mit Multimedia (Learning with multimedia). German Journal of Educational Psychology, 9(2), 95-103.
- Hasebrook, J., & Nathusius, W. (1997). An expert advisor for vocational guidance. Journal of Artificial Intelligence in Education. 8(1), 21-41.
- Hasebrook, J., & Gremm, M. (1996). Berufliche Interessen bei Jugendlichen (Vocational interests in young adults). German Journal of Educational Psychology, 10(2), 85-97.
- Hasebrook, J., & Wagner, J. (1997). Subjektive Bewertung von gedruckten und elektronischen Medien zur Berufsorientierung. Medienpsychologie, 9(2), 89-104.
- Hegarty, M. (1992). Mental animation: Inferring motion from static displays of mechanical systems. Journal of Experimental Psychology: 398 Hasebrook and Gremm
- Hoelscher, G.R. (1994). Kind und Computer. Spielen und Lernen am PC. Heidelberg: Springer. Institut für Test-und Begabungsforschung (Eds.) (1988a). Test für medizinische Studiengänge (2nd ed.). Göttingen: Hogrefe. Institut für Test-und Begabungsforschung (Ed.) (1988b). Der neue TMS.
- Irle, M., & Allehoff, W. (1984). Berufs-Interessen-Test II (B-I-T II). Göttingen: Hogrefe.
- Jöreskog, K.G., & Sörbom, D. (1989). LISREL 7: User´s reference guide. Chicago, IL: Scientific Software International.
- Johnson-Laird, P.N. (1983). Mental models. Cambridge: Cambridge University.
- Katz, M.R. (1993). Computer-assisted career decision making. Hillsdale, NJ: Lawrence Erlbaum.
- Kelley, J. (1988). Limits of intelligent tutoring systems. International Journal of Educational Research, 12(8), 863-873
- Kerka, S. (1987). Adult career counseling: An interactive model. Overview. ERIC Digest No. 65 (access number ED289996)
- Kulik, C.-L., & Kulik, J.A. (1991). Effectiveness of computer-based instruction: An updated analysis. Computers in Human Behavior, 7, 75-94.
- Kulik, J.A., Bangert-Downs, R.L., & Williams, G.W. (1983). Effects of computer-based teaching on secondary school students. Journal of Educational Psychology, 75, 19-26.
- Kulik, C.-L., Kulik, J.A., & Cohen, P. (1980). Effectiveness of computerbased college teaching: A meta-analysis of findings. Review of Educational Research, 50, 252-544.
- Levie, H.W., & Lentz, R. (1982). Effects of text illustration: A review of research. Educational Communication and Technology Journal, 30, 195-232.
- Larkin, J.H., & Chabay, R.W. (Eds.) (1992). Computer assisted instruction and intelligent tutoring systems: Shared goals and complementary approaches. Hillsdale, NJ: Lawrence Erlbaum.
- Levin, J.R., Anglin, G.J., & Carney, R.N. (1987). On empirically validating functions of pictures in prose. In D.M. Willows & H.A. Houghton
- Livingstone, S. (1990). Making sense of television. The psychology of audience interpretation. Oxford: Pergamon. Lukesch, H, (1989). Video im Alltag der Jugend: Quantitative und qualitative Aspekte des Videokonsums, des Videospielens und der Nutzung anderer Medien bei Kindern, Jugendlichen und Erwachsenen. Regensburg: Roderer. Multimedia for Vocational Guidance 399
- Mayer, R.E. (1989). Models for understanding. Review of Educational Research, 59(1), 43-64.
- Mayer, R.E. (1992). Cognition and Instruction: Their historic meeting within educational psychology. Journal of Educational Psychology, 84(4), 405-412.
- Mayer, R.E., & Anderson, R.B (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83(4), 484-490.
- Mayer, R.E., & Anderson, R.B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84(4), 444-452.
- Mayer, R.E., & Gallini, J.K. (1990). When is an illustration worth ten thousands words? Journal of Educational Psychology, 82(4), 715-726.
- Mayer, R.E., & Sims, V.K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia. Journal of Educational Psychology, 86(3), 389-401.
- McGraw, K.L. (1994). Performance support systems: Integrating AI, hypermedia, and CBT to enhance user performance. Journal of Artificial Intelligence in Education, 5(1), 3-26.
- Nagel, S. (Ed.) (1993). Computer-aided decision analysis: Theory and application. Westport, CT: Greenwood.
- Paivio, A. (1986). Mental representations: A dual-coding approach. New York, Oxford: Oxford University.
- Plowman, L. (1994). The ´primitive mode of representation´ and the evolution of interactive multimedia. Journal of Educational Multimedia and Hypermedia, 3(4), 275-293.
- Reynolds, S.B., & Dansereau, D.F. (1990). The knowledge hypermap: An alternative to hypertext. Computers & Education, 14, 409-416.
- Rice, M.L., Huston, A.C., & Wirgt, J.C. (1986). Replay as repetitions: Young children´s interpretation of television forms. Journal of Applied Developmental Psychology, 7, 61-76.
- Rieber, L.P. (1990). Using computer animated graphics in science instruction with children. Journal of Educational Psychology, 82(1), 135-140.
- Rieber, L.P. (1991). Animation, incidental learning, and continuing motivation. Journal of Educational Psychology, 83(3), 318-328.
- Rinck, M., & Glowalla, U. (1995). Was nützt Multimedia? Eine empirische Effektivitätsprüfung bei der Darstellung quantitativer Daten. In E. Schoop, R. Witt & U. Glowalla (Eds.), Hypermedia in der Aus-und Weiterbildung. Dresdner Symposium zum computerunterstützten Lernen (pp. 107-117). Konstanz: Universitätsverlag Konstanz.
- Hasebrook and GremmRollandelli, D. (1989). Children and television: the visual superiority effect reconsidered. Journal of Broadcasting and Electronic Media, 33, 69-81.
- Rosenberg, R. (1990). A critical analysis of research on intelligent tutoring systems. In The Education Technology Anthology Series: Expert systems and intelligent computer-assisted instruction (pp. 184-190). Englewood Cliffs, NJ: Educational Technology Publications.
- Salomon, G. (1984). Television is “easy” and print is “tough”: The differential investment of mental effort in learning as a function of perceptions and attribution. Journal of Educational Psychology, 76, 647-658.
- Schulmeister, R. (1996). Grundlagen hypermedialer Lernsysteme. Theorie, Didaktik, Design. Bonn: Addison-Wesley.
- Seifert, K.H. (1994). Improving prediction of career adjustment with measures of career development. The Career Development Quarterly, 42, 353-366.
- Self, J. (1992). Unrevealing the learner model mystery. In F.L. Engel & D.G. Bouwhuis (Eds.), Cognitive modeling and interactive environments in language learning (pp. 17-25). Heidelberg: Springer.
- Software Publishers Association (1995). Report on the effectiveness of technology in schools, 1990-1994. Washington, DC: SPA.
- Stevens, J. (1992). Applied Multivariate Statistics for the Social Sciences. Hillsdale, NJ: Lawrence Erlbaum.
- Sweetland, R.C., & Keyer, D.J. (1984). Test—a city. Kansas City: Test Cooperation of America.
- Todt, E. (1967). Differentieller Interessentest (DIT). Bern: Huber.
- Ueckert, H. (1995). Expertensysteme. In W. Sarges, (Ed.), Management-Diagnostik (2nd ed., pp. 789-796). Göttingen: Hogrefe.
- Van den Berg, S., & Watt, J.H. (1991). Effects of educational setting on student responses to structured hypertext. Journal of Computer-Based Instruction, 4(18), 118-124.
- Walz, B.R., Bleuer, J.C., & Maze, M. (1989). Counseling software guide. Alexandria, VA: AACD.
- Weber, G. (1995). Individual selection of examples in an intelligent learning environment. Journal of Artificial Intelligence in Education, 7(1), 3-31.
- Weidenmann, B. (1988). Psychische Prozesse beim Verstehen von Bildern. Bern: Hans Huber.
- Weidenmann, B. (1994). Wissenserwerb mit Bildern. Bern: Hans Huber.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Digital Life Moisling: Video Blogging as Web-TV for Underprivileged Kids
Joachim Hasebrook, Rangga Winantyo & Nils Schomann, ISNM International School of New Media, Germany
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 6813–6818
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.