Teaching genetics with multimedia results in better acquisition of knowledge and improvement in comprehension
Year: 2010
Type: article
Study design: Clinical Trial
Abstract: The main goal of this study was to explore whether the use of multimedia in genetics instruction contributes more to students' knowledge and comprehension than other instructional modes. We were also concerned with the influence of different instructional modes on the retention of knowledge and comprehension. In a quasi‐experimental design, four comparable groups of 3rd and 4th grade high school students were taught the process of protein synthesis: group 1 was taught in the traditional lecture format ( n = 112 students), group 2 only by reading text ( n = 124 students), group 3 through multimedia that integrated two short computer animations ( n = 115 students) and group 4 by text supplemented with illustrations ( n = 117 students). All students received one pre‐test in order to estimate their prior knowledge, and two post‐tests in order to assess knowledge and comprehension immediately after learning and again after 5 weeks. Results showed that students comprising groups 3 and 4 acquired better knowledge and improved comprehension skills than the other two groups. Similar results were observed for retention of acquired knowledge and improved comprehension. These findings lead to the conclusion that better learning outcomes can be obtained by the use of animations or at least illustrations when learning genetics.
Authors: P. Starbek, M. Starčič Erjavec, C. Peklaj
Institution: University of Ljubljana
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1520745705