The examination of different multimedia modalities in self-paced and system-paced learning environments in terms of various variables

The purpose of this research is to examine the effects of multimedia instructions in different modalities (written text+animation or narration+animation) and presentation pace modes (learner-paced or system-paced) on students? academic achievement, cognitive load, study duration, computer self-efficacy and positive affect.A 2x2 factorial design was used in this research. Participants of the study were 97 freshman students who were enrolled to the Program of Primary School Education at the Department of Primary Education in Education Faculty, Anadolu University. They took the Computer II course in the spring term of 2010-2011 academic year. There were four experiment groups: first group took learner paced instructions with written text and animation (WA+L), second group took system paced instructions with written text and animation (WA+S), third group took learner paced instructions with narration and animation (NA+L) and fourth group took system paced instruction with narration and animation (NA+S). While WA+L, WA+S and NA+S groups have 24 students each, NA+L group has 25 students. Data collection tools are academic achievement test, cognitive load scale, computer self-efficacy scale, positive affect scale, a questionnaire to take opinions of students about multimedia teaching materials, and log files.According to the results, multimedia instruction designed in different modalities (written text+animation or narration+animation) and presentation pace modes (learner-paced or system-paced) did not cause any significant difference between the changes in students' academic achievement scores. It was seen that students in the WA+L group spent more mental effort than students in the WA+S and NA+L groups in the instructional process. In other words, it can be said that modality principle in the context of cognitive load was confirmed in learner paced groups. Students in the NA+L group spent more time to study than students in the WA+L group. Also in the research, it was found that computer self-efficacy of students in the NA+L was significantly higher than that of students in the WA+L and NA+S. Multimedia instruction designed in different modalities and presentation pace modes did not cause any significant difference between the changes in students' positive affect scores. But positive affects of students in the NA+L increased significantly from pretest to posttest. According to qualitative results of this research, students? opinions about modality, pacing and multimedia software?s effects on study motivation themes emerged. All students had positive opinions for learner-pacing and NA+L multimedia software?s effects on motivation to study. Students who studied learner paced software (WA+L and NA+L) indicated that leaner-pacing allowed the review of subject matter topics, efficient learning, and facilitated easier learning. Students in the NA+L stated that learner-pacing, including narration+animation and including animation increased their motivation to study. At the end of the research, some suggestions for practice and further researches were presented.Keywords: Multimedia, modality principle, modality effect, cognitive load, computer self-efficacy, positive affect