Effects of audiovisual stimuli on learning through microcomputer-based class presentation

This study examined the differential effects of color, animation and nonverbal sounds incorporated into microcomputer software, on the learning of geometric concepts. The experimental software provided teachers with a detailed lesson outline to be used with one large-screen monitor for whole-class instruction. The stimulus version of the software used all three audiovisual factors as one cueing factor. The no-stimulus version presented the same screen display except in monochrome, with no animations or sound. Ninety-two ninth-grade students, randomly assigned to two treatment groups, answered two aptitude tests, two geometric pre-tests, two geometric immediate post-tests and two one-month delayed post-tests. Two 40-minute computer-guided lessons were delivered by the same teacher using the same software varying only the stimulus treatment. Results revealed significantly better immediate and delayed learning of the stimulus group over the other group. Beneficial effects of the stimulus treatment showed to be inconsistent across post-tests for the learning of either low- or high-aptitude students.