Abstract
This study investigates whether the presence of relevant images or progress indicators in an online multimedia training will improve knowledge gain and satisfaction. It was hypothesized that both knowledge gain and satisfaction increase with the inclusion of images and progress indicators. A randomized pretest-posttest 2 × 2 factorial design was used to examine the impact of relevant images and progress indicators on knowledge gain and satisfaction in an online multimedia environment. Results suggested that satisfaction increased when the training had both pictures and progress indicators. On the other hand, there did not appear to be a significant difference in knowledge gain between conditions.
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