Data collected by the Tracker during the multimedia encounter offer an insightful perspective on the media choices relative to sensory modality. It can be used to explain why test results were unchanged or negligible for some and elevated or lowered for others. For example, the tactual and NP learners tended to make more media choices than anyone else and their test scores improved the most. Conversely, the visual and kinesthetic learners spent the least amount of time and made fewer media choices as a group, and, with a couple of exceptions, showed a smaller margin of improvement.

The 8 visual learners made a total of 121 media choices; 19 graphic, 40 video, 22 definition, 26 pronunciation and 14 ìPlay this pageî. Per individual, this translates into the fewest number of media selections made during the vocabulary treatment with slightly more than 15 glosses. The mean number of media choices for the kinesthetic learners was markedly higher with 25. However, the tactual group and NP student data indicate an average of almost 40 media choices for each.

Interestingly, their post-test scores improved substantially in comparison with those of the students in the visual and kinesthetic categories. From these results, one could surmise that more media interaction for both tactual and NP learners was a factor in improving their vocabulary test results.

Figure 5.6 compares the type and mean number of media choices within modality groups. Figures 5.2 and 5.3 show the individual choices made during the treatment. Figure 6.1 gives an individual perspective on the time spent by each student interacting with the media.

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