Learners' Field Dependence and the Effects of Personalized Narration on Learners' Computer Perceptions and Task-Related Attitudes in Multimedia Learning
Restricted accessResearch articleFirst published online March, 2014
Learners' Field Dependence and the Effects of Personalized Narration on Learners' Computer Perceptions and Task-Related Attitudes in Multimedia Learning
In this article, the effects of personalized narration in multimedia learning on learners' computer perceptions and task-related attitudes were examined. Twenty-six field independent and 22 field dependent participants studied the computer-based multimedia lessons on C-Programming, either with personalized narration or non-personalized narration. The result of this study lent support to the social agency theory: personalized narration in multimedia learning positively affects learners' computer perceptions and task-related attitudes. Contrary to the authors' prediction, personalized narration did not positively affect field dependent learners' computer perceptions and task-related attitudes. Instead, it was shown that field independent learners were marginally more anxious in learning task when learning with personalized narration than with non-personalized narration.
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