Conclusion
This study was premised on the importance of exploring the potential impact of computer-based multimedia on the reading skill development of young children. The thrust of the study was three pronged:
i) The tracking of multimedia choices made by 8 and 9 year old L2 readers according to modality preference;
ii) The comparison of vocabulary recognition scores and comprehension scores on pre-tests of non-annotated texts and post-tests of texts enhanced with multimedia annotations;
iii) The interpretation of the interactions between the scores on the test and the types of multimedia selected in relation to sensory-motor modality.
One intention was to gain insight into the media choices made by L2 learners in a computer-assisted multimedia reading experience. The results show that overall the students consulted the visual media (video and graphics) most frequently (51%), followed by auditory media (30%), and printed definitions the least (20%). In terms of their sensory-modality preferences:
ï the tactual learners showed a preference for the video option;
ï the kinesthetic learners used the printed definitions to a far greater extent than the other students although results may have been skewed by the disproportionate use of these by the "click happy" student;
ï the no preference learner was attracted to the graphics and
ï the visual learners showed a slight preference for video.
These results support the thesis that children have differing preferences for multimedia annotations according to their sensory modality preferences and they do make specific choices when they are exposed to a computer-assisted multimedia reading experience.
This leads to certain observations on the impact of the various media on the vocabulary recognition of L2 students in relation to their specific learning styles. The majority of students improved their scores on vocabulary recognition tests after using the multimedia annotations. Tactual and no preference learners tended to make more media choices than the others and their test scores improved the most. The visual and kinesthetic learners made fewer media choices and spent the least amount of time on them and showed a smaller margin of improvement overall.
Furthermore, it offers an insightful perspective on the specific media choices of the children relative to their sensory-motor modalities. The tactual and no preference learners, who used the video and graphics options, had the most significant increase in their average score. The kinesthetic group, who preferred the printed definitions, showed no improvement. The visual learners, who showed a preference for video but used the annotations the least overall, had a slight increase in their average score. These results would seem to support the use of multimedia annotations to enhance learning. The option of using printed definitions seems to have the least benefit.
The data also suggest that young visual and kinesthetic learners may not understand the intended use of multimedia glosses in general. Certainly, with stories of an affective nature, these learners may need a greater degree of guided instruction on the function and value of different multimedia annotations. Selecting non-preferred cues or using ìclick-happyî behavior may distract and interfere with the learning process, especially for the kinesthetic learner. This inactivity, and/or inappropriate activity, with the media may be cause for concern if learning with multimedia becomes even more prevalent as a tool of instruction in our primary and elementary schools.
The preceding gives rise to certain implications involving the use of multimedia with reading instruction. Findings from this study concur with Martínez-Lage and Herren (1998), Ross and Shultz (1999) and others, that in a multimedia learning environment, children may need guidance and monitoring. It is also suggested that specialized reading strategies should be developed to assist students with the learning process.
Teachers need to be aware that scenarios for how each type of learner uses the media cues may or may not be consistent within each learning style. Undoubtedly, questions about the value and relationship of a particular type of media to a particular type of learner will arise. A more detailed examination of this issue is an area for future research.
From a professional development perspective, if teachers are to profit from the materials utilized here, they need to be inserviced on current methods of identifying studentsí learning styles and other individual differences. They would also benefit from instruction in ìstyle flex strategiesî to help them identify their teaching styles which would enable them to modify and match the learning environment to better meet student needs.
Professionally created software that has tracker capability could be considered a valuable educational tool. An indication of its power can be seen in how big business has been utilizing tracker technology to monitor the spending habits of consumers for years. In the educational setting, educators can use a tracker to draw insights into strategies that students use. Patterns of strategy use can then be directly related to modality channels, personality traits, cognitive style and the myriad of other psycholinguistic factors that influence learning.
The self-authoring GALT software used in this study is very user-friendly. In the opinion of this author, it could easily be incorporated as a classroom teaching aide. While it does require some practice with the authoring tools, it will allow educators with a limited technical background to manipulate a digital text. However, this assumes the users already have the appropriate graphic, audio and video media. If they do not, producing these media would obviously require other technical skills not normally within the realm of ability of most teachers. The digital media used in this study took several weeks to create.
Assuming that teachers have the technical expertise or technical support, self-authoring software has great potential. It will allow the creation of multimedia that has cultural and personal value to the students and is directly pertinent to the curriculum. If the software has tracking capability, once a multimedia document is developed, it can help teachers identify learner strengths and weaknesses.
A bank of digital media, once created, could be pooled and shared amongst teachers, within school systems and beyond. These resources and the insight gained into learning preferences could accommodate truly individualized programs. For example, tactual learners could have access to a variety of affectively engaging digital material. They might even create their own. When a tactual student is identified with reading problems, the kind and pace of instruction can be reviewed and varied to reinforce learning, to teach and address specific skills, to enhance motivation and to record and provide immediate feedback. The same approach could be used to assist visual learners. Information could be reinforced through pictures, videotapes and movies. Auditory learners could have access to a bank of digitally enhanced listening and speaking media and children with kinesthetic strengths could create and benefit from resources that highlight physical activity.
Questions remain about multimedia integration and its potential value
within the curriculum. Intricacies about technical support, inservicing
and kinds of interactivity still need detailed research. However, while
doubts persist for some about the role multimedia can play, creative educators
have risen above the dubiety and are shaping and exploiting a new learning
environment. Ainsi soit-il!