Tactual learners made 79 selections in total. Learner #2, a student who receives remedial help in Language Arts, consulted the graphic and video options 21 and 22 times respectively, far more than any other student in this study. He looked at 7 definitions, listened to the entire text twice and selected 11 words or expressions to assist with pronunciation. His score jumped from 0 correct answers in the pre-test to 4 correct answers in the treatment. This student also spent more than 20 minutes ìonlineî. Chun and Plass (1996), with reference to Hulstijn (1993), had similar findings related to the number of words looked up, time spent and better comprehension.

From the amount of time learner #2 spent and the glossed options he made, one could conclude that he, more than any of the other students in this study, despite his low-achievement status, used the media to the greatest advantage. On the other hand, tactual learner #7 opted for 16 cues in total and spent less than ten minutes online. Her results went from 6 to 8 correct answers out of a possible 10. Though she spent less time on task and made fewer media choices, she scored better and higher in each test. In fact, she had the highest mark overall in both vocabulary tests. However, she is considered a high achiever and this would have had a moderating effect on results. According to Davis and Lyman-Hager (1997) and others, high achievers have better information gathering strategies and bring broader prior knowledge and prior experience to the learning situation. Chun and Plass (1996) referred to maximal/minimal strategies in relation to individual differences and look-up behavior. As well, Meskill (1991) referred to the more adept reader being better able to use skimming techniques and other interactive strategies important to vocabulary acquisition and comprehension. This would explain her needing less time to do the test, but yet improving her score.

Other contributing elements for the tactual learners are related to the attributes of the child.
ìThe Tactual Student experiences more subtle distinctions in the physical world...through interpretation of nuances of sight, sound and even odor, as well as the emotional atmosphere of the learning situation." "(Haggart, 1995, p.21)
They have also been shown to work best when able to work with small muscles and personal relationships. The fine motor movement required to operate the keyboard and mouse would have appealed to these learners. Moreover, the affectively engaging nature of both pre-test and treatment stories could have assisted learning achievement levels.

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