The Impact of Interactive Multimedia on Knowledge Learning: Quantitative Evidence
Sandra Poindexter, David Allen, Claudia Orr
Promoted by suppliers (the computer industry and textbook publishers) and demanders (educators and their governing bodies), the use of multimedia computer-based technology to assist learning has mushroomed. Does it really work or are we just providing expensive entertaimnent? As more educators consider using technology at various levels of instmction, confirming that some or all of these methods are factually beneficial would counterbalance arguments of cost. While literature review reveals some evidence of effectiveness, it is offset with opposing reports. The value of multimedia computer-based technology in academic enviromnents therefore remains to be deciphered using quantifiable research. Intending to address this gap, a carefully controlled empirical study with 214 students was conducted to collect pre and post quantitative data and analyze the results in light of contributing factors. This paper refutes an assumption that multimedia is always advantageous to knowledge learning, in cases may be detrimental, and offers interpretations of these findings.
Sandra Poindexter is a professor of information systems at Northern Michigan University in Marquette, Michigan. She teaches programming and systems analysis and desigu courses, Ms. Poindexter'sresearch interests includeInternet usage in education, collaborative learning, instructional technology, and globalization.
David Allen is an associate professor of management at Northern Michigan University in Marquette, Michigan. He teaches in the quantitative area. Dr. Allen's research has focused on risk analysis and cost benefit analysis, total quality management, productivity in service systems, and statistical regression estimators.
Claudia Orr is a professor of information systems at Northern Michigan University in Marquette, Michigan. She teaches computer information systems classes. Dr. Orr's current research focuses on instructional technology, computer skill levels among students and employees, and teaching to the "NetGeneration."
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