Herman D. Surjono, Ali Muhtadi
As many as seventy-six undergraduate students in Indonesia were involved in this quasi-experimental study investigating the modality effects of animation-based multimedia learning in elearning courses. They were divided into three experimental groups (narrated animation, on-screen text animation, animation only) and one control group (printed materials). All groups learned the same materials during four-week sessions. The findings showed that narrated animation achieved bigger effect compared to their counterparts. Detailed results are as follows. 1) Students in the narrated animation group obtained higher scores than those in the on-screen text animation group, (2) Students in the narrated animation group achieved higher scores than those in the animation only group, (3) Students in the narrated animation group gained higher scores than those in the printed materials group, (4) Students in the text animation group had higher scores than those in the printed materials group. © 2017 Association for Computing Machinery.
Information Technology Education Department, College of Engineering, Yogyakarta State University, Yogyakarta, Indonesia; Instructional Technology Department, Yogyakarta State University, Yogyakarta, Indonesia
