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Modality effects on adult learning.

Douglas, Earl S.

Modality effects on adult learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Modality effects on adult learning./
Author:	Douglas, Earl S.
Description:	98 p.
Notes:	Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1324.
Contained By:	Dissertation Abstracts International68-04A.
Subject:	Gerontology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3261073

Modality effects on adult learning.
Douglas, Earl S.

Modality effects on adult learning. - 98 p.

Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1324.

Thesis (Ph.D.)--University of Nevada, Las Vegas, 2007.

This paper focuses on improving older adults' recall of important health information. The study's objective is to test which of three presentation modalities (text, audio or text plus audio) leads to improved performance of older adults' learning health information. The total number of participants consisted of 16 males and 18 females, or a total of 34 participants. The mean age of the group was 72.5. The participants were divided into three groups and each group was presented with one of three modalities (i.e. text, text plus audio, and audio), selected randomly, on an "auto start" CD, using PowerPoint as a guide. The outcome measures were a 10 question, Likert scale Ease of Comprehension Questionnaire, and a 10 Question Multiple-Choice Test. There was no main effect for the Ease of Comprehension variables or the Multiple-Choice Test recall variables due to treatment effects. The effect size for the Ease of Comprehension variable equaled .530 as measured by Eta squared. Given more power, the outcome would likely demonstrate significant results.Subjects--Topical Terms:

168436
Gerontology.

Modality effects on adult learning.
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035 $a (UMI)AAI3261073
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100 1 $a Douglas, Earl S. $3 1000006629
245 1 0 $a Modality effects on adult learning.
300 $a 98 p.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1324.
500 $a Adviser: Kendall Hartley.
502 $a Thesis (Ph.D.)--University of Nevada, Las Vegas, 2007.
520 $a This paper focuses on improving older adults' recall of important health information. The study's objective is to test which of three presentation modalities (text, audio or text plus audio) leads to improved performance of older adults' learning health information. The total number of participants consisted of 16 males and 18 females, or a total of 34 participants. The mean age of the group was 72.5. The participants were divided into three groups and each group was presented with one of three modalities (i.e. text, text plus audio, and audio), selected randomly, on an "auto start" CD, using PowerPoint as a guide. The outcome measures were a 10 question, Likert scale Ease of Comprehension Questionnaire, and a 10 Question Multiple-Choice Test. There was no main effect for the Ease of Comprehension variables or the Multiple-Choice Test recall variables due to treatment effects. The effect size for the Ease of Comprehension variable equaled .530 as measured by Eta squared. Given more power, the outcome would likely demonstrate significant results.
590 $a School code: 0506.
650 4 $a Gerontology. $3 168436
650 4 $a Education, Educational Psychology. $3 1000005464
650 4 $a Education, Curriculum and Instruction. $3 1000005433
690 $a 0351
690 $a 0525
690 $a 0727
710 2 $a University of Nevada, Las Vegas. $3 1000005939
773 0 $t Dissertation Abstracts International $g 68-04A.
790 1 0 $a Hartley, Kendall, $e advisor
790 $a 0506
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3261073