Audio and Text Density in Computer-Based Instruction

Abstract

This study investigated the effects of audio and text density on the achievement, time-in-program, and attitudes of 134 university undergraduate students. Data concerning the participants' pre-existing computer skills and experience, as well as demographic information, were also collected. The instruction in visual design principles was delivered by a CBI program and included numerous illustrations. Participants were randomly assigned to one of three presentation versions of the instruction: Text Only, Full Text-Full Audio, or Lean Text-Full Audio. No significant difference in achievement was found between the three treatment groups, however there was a significant difference in learning efficiency, with the Text Only group requiring significantly less instructional time and achieving as well on the posttest as each of the other two groups. Significant differences in achievement were obtained for overall computer experience (participants with more computer experience performed better than those with less) and gender (females performed better than males). Overall, attitudes toward the instruction were favorable with participants in the Full Text-Full Audio treatment responding less favorably than their counterparts in the other two treatments. The findings have implications for the use of audio, text and graphics in the instructional design of computer-based instruction.