2. The Effect Multimedia Webpage Design Has On Content Transfer Over A Very Fast Network by Jon Storslee

3. Question: Why Do Smart Students Sometimes Fail When Using Computers & the Web? No Frame of Reference Not Comfortable With Technology Overwhelmed With Too Much Information Common Replies When asked about the Problem:

4. Cognition and Web Media How Do We Think & Interact with Media? Which Media is Best Suited for the Web? What can be done to Improve Cognition?

5. Cognitive Theory Cognitive Loading Cone of Experience Dual Coding Theory Media Generative Theory

6. Cognitive Loading (Sweller & Chandler) Cognitve Loading Is Unique to Each Individual Steps Can Be Taken to Lower Cognitive Loading of Content Graphics and “Colorful Wording” Will Reduce the Cognitive Load of Content

7. Cone of Experience (Dale) Real World Is the Best Training Environment Simulation of Real World Next Best Need to Recreate the Training Environment

8. Dual Coding Theory (Paivio ) Information Is Processed Using Two Channels Verbal Channel Called Logogens Nonverbal Channel (I.E. Pictures) Called Imagens Better Retention When Both Channels Accessed

9. Media Generative Theory (Mayer) “The Design of Multimedia Instruction Affects the Cognitive Processing” (Mayer, 1997) Media Can Work in Conjunction With Other Media to Enhance the Cognitive Process (Mayer, 1997)

10. Factors that Hinder Cognition (Cognitive Interference) Inappropriate Use of Media (Constant Running Animation or Large Graphics) Poor Interface Design (Colors and Layout) Learning Environment (Noise, Poor Lighting, Etc)

11. Hypermedia (Bush & Jonassen) Theorized a Database With Associative Linking That Models the Brain (Bush, 1946) Hypermedia Is Capable of Mapping a Knowledge Structure (Jonassen, 1989)

12. Problems with Media on the Web Limited Bandwidth Rapid Growth of Web Slow Delivery Inconsistent Delivery New Media Tools

13. Summary of Theory “Real World” Experience Is Best Media Helps Recreate Work Environment Media That Creates Mental Images Improves Learning Misuse of Media Can Hinder the Learning Process

14. Webpage Media Model Cognitive Loading Associated With Content Cognitive Loading to Process Media Cognitive Interference Generated From Webpage Download Time

15. Environment Type & # Media Type of Knowledge Prior Knowledge Misc. # of Media Download Time Content Cognitive Loading Factors

16. Text Media Processing Download Time Content Processing Text Cognitive Loading Model

17. Text Graphics Media Processing Download Time Content Processing Text & Graphics Loading

18. Text Graphics Animation Media Processing Download Time Content Processing Text, Graphics & Animation

19. Text Sound Animation Graphics Media Processing Download Time Content Processing Text, Graphics, Animation & Sound

20. Text Text & Graphics Text, Graphics & Animation Text, Graphics, Animation & Sound ContentMediaDownload Summary Cognitive Loading by Content Very Fast Network (10 Mbps Dedicated)

21. Question: What Is the Best Media for the Web? Text, Graphics, Animation & Sound? Text Only? Text with Graphics? Text, Graphics & Animation?

22. Webpages Tested are located at http://seamonkey.ed.asu.edu/~storslee/net Text (index.html)(index.html) Text with Graphics (gindex.html) (gindex.html) Text, Graphics & Animation (aindex.html) (aindex.html) Text, Graphics, Animation & Sound (sindex.html)(sindex.html)

23. Mixed Methods Testing Qualitative Quantitative

24. Qualitative Test Methodology 2 Question on Posttest What Did You Like? What Did You Dislike? Interview With Students Observation of Students

25. Quantitative Test Methodology 4 Sets of Webpages Same Content but Different Types of Media Random Assignment of Subjects by Perl Script Pre- & Post-test Assessment of Content

26. The Results Text, Graphics, Animation and Sound for Very Fast Networks Text, Graphics and Animation For Fast to Moderate Speed Networks

27. Implications of the Study Adding Media Will Improve the Content Retention of Text-only Webpages Adding Sound to Animations on Webpages Does Not Help or Hinder Content Retention

28. Recommendations for Future Research Replicate the Study on a Slower Network Replicate the Study With the Subjects Accessing From Home Testing Only a Single Medium