Abstract
Quantitative proof that multimedia enrichment activities are a positive benefit to lower‐division undergraduate geography is an alluring though elusive goal. The results are presented of a careful experimental evaluation of two multimedia computer modules used as enrichment devices for an introductory human geography course at the University of California, Santa Barbara. The objectives were to determine their overall effectiveness, as well as the kinds of students and kinds of geographical knowledge and skills they best served. The rather disappointing results in respect of all three of these areas tend to corroborate one published allegation that quantitative evaluation of multimedia effectiveness is itself ineffective, due primarily to the inherent complexity of learning. The conclusion of this article, and of the study, is that an array of quantitative and qualitative evaluation methods will better serve the important objective of improving multimedia use at the university level.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
