Abstract
ABSTRACT This quasi-experimental study aims to compare the effects of using combinations of written text, animation and narration in multimedia courseware. 114 sixth grade students assigned in three conditions were participated in the study. Three versions of the courseware with combinations of animation, text and narration were developed taking modality into account. The three groups were taught by using three different versions of the courseware. As a result, there was no significant difference between the test results for conceptual learning were found. However, students’ evaluations showed that learning from different forms of knowledge caused some slight differences in their cognitive processes. Suggestions for designers to use appropriate forms of knowledge in courseware are also included.
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