The Effect Of Multi-media Learning

The research is consisted of three experiments. In the perspective of materials and learners, the researcher uses experimental method to examine the effect of multi-media learning. From the first between-group experiment of 2(grades)x5(presentation styles), we can conclude: different presentation styles have great influence on the scores of the learners; the group with text integrated animation concurrently and animation integrated sound concurrently perform much better than the group with text proceeding animation and animation proceeding sound; the performance of the group with animation integrated sound concurrently is much better than the group with text integrated animation concurrently; presentation styles have more influence on the group of junior school students. From the between-group experiment of 3(perceptual learning styles)x3(presentation styles), we can draw the following conclusions: the main effect of perceptual learning style is not statistical significant; the main effect of presentation styles is very significant; the performance of the group with animation integrated sound concurrently is much better than the group with text integrated animation concurrently; the group with text integrated animation concurrently also performs better than the group with text only; the interactive effect between perceptual learning styles and presentation styles reaches a significant level in comprehensive scores and total scores; Presentation styles matching the perceptual learning styles can inhance learning scores, and audial learners learn better than others in matching conditions. From the between-group experiment of 2(reading levels)×2(grades) to measure reading span and one factor experiment to measure the visual-spatial working memory, we can conclude: there is a big difference between low reading levels and high reading levels. Working memory is an important index in measuring reading levels, the reading span of low reading levels didn't have developing trendency.