Citation

Multimedia learning and dyslexia: Learning processes, learning outcomes and individual differences

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Abstract:

Dyslexia is the most commonly identified learning disability across all literate countries yet research related to this population and multimedia learning is limited. The purpose of this study was to analyze four multimedia conditions with dyslexic learners using learning performance outcomes, measures of neurocognitive individual differences and alpha event-related desynchronization percentage (ERD%). Results can be used to inform design of multimedia environments and contribute to our understanding of how individual differences influence multimedia learning.
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Association:
Name: Leading Learning for Change - AECT
URL:
http://www.aect.org


Citation:
URL: http://citation.allacademic.com/meta/p1263909_index.html
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MLA Citation:

Dawson, Kara., Antonenko, Pavlo., Wang, Jiahui. and Luo, Wenjing. "Multimedia learning and dyslexia: Learning processes, learning outcomes and individual differences" Paper presented at the annual meeting of the Leading Learning for Change - AECT, Hyatt Regency Jacksonville Riverfront, Jacksonville, Florida, Nov 07, 2017 <Not Available>. 2018-06-18 <http://citation.allacademic.com/meta/p1263909_index.html>

APA Citation:

Dawson, K. , Antonenko, P. , Wang, J. and Luo, W. , 2017-11-07 "Multimedia learning and dyslexia: Learning processes, learning outcomes and individual differences" Paper presented at the annual meeting of the Leading Learning for Change - AECT, Hyatt Regency Jacksonville Riverfront, Jacksonville, Florida <Not Available>. 2018-06-18 from http://citation.allacademic.com/meta/p1263909_index.html

Publication Type: Concurrent Presentation
Review Method: Peer Reviewed
Abstract: Dyslexia is the most commonly identified learning disability across all literate countries yet research related to this population and multimedia learning is limited. The purpose of this study was to analyze four multimedia conditions with dyslexic learners using learning performance outcomes, measures of neurocognitive individual differences and alpha event-related desynchronization percentage (ERD%). Results can be used to inform design of multimedia environments and contribute to our understanding of how individual differences influence multimedia learning.


 
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