Multimedia and Composition [electronic resource] : Synthesizing Multimedia Discourse / Gary Brown.
This study examines the multi-modal synthesis of source examples in student compositions. Multimedia is used to present on-screen text and video information on Chinese superstitions and traditions, and then to prompt subjects to write. The research compares the number and kinds of examples students...
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1994.
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| Subjects: |
MARC
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| 100 | 1 | |a Brown, Gary. | |
| 245 | 1 | 0 | |a Multimedia and Composition |h [electronic resource] : |b Synthesizing Multimedia Discourse / |c Gary Brown. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1994. | ||
| 300 | |a 7 p. | ||
| 500 | |a ERIC Document Number: ED388227. | ||
| 500 | |a ERIC Note: In: Educational Multimedia and Hypermedia, 1994. Proceedings of ED-MEDIA 94--World Conference on Educational Multimedia and Hypermedia (Vancouver, British Columbia, Canada, June 25-30, 1994); see IR 017 359. |5 ericd. | ||
| 520 | |a This study examines the multi-modal synthesis of source examples in student compositions. Multimedia is used to present on-screen text and video information on Chinese superstitions and traditions, and then to prompt subjects to write. The research compares the number and kinds of examples students produce in their writing. Kind refers to the source of influence, either audio/video or the written transcript of that audio/video. Forty subjects from Washington State University participated in the study. Students were first asked to read a sample of professional writing and then to write a response to it. In addition, full motion laser audio/video was used as source material. The results demonstrated that the audio/video mode of presentation provides a significantly richer resource for detail than on-screen text for student compositions in the immediate task, but the audio/video resource does not sustain influence in the delayed composition task. These results provide support for the argument that implementation of multimedia in composition instruction merits greater attention to task as well as to the interpretation and analysis of audio/video material if the rich audio/video resource potential multimedia makes available is to be useful in composition instruction. (Contains 17 references.) (Author/MAS) | ||
| 650 | 0 | 7 | |a College Students. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Multimedia Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Multimedia Materials. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 1 | 7 | |a Writing (Composition) |2 ericd. |
| 650 | 1 | 7 | |a Writing Instruction. |2 ericd. |
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