Understanding the Effects of Presentation Modality and Feedback on Student Learning and Computer Self-Efficacy
Patrick F. Logue, Ed. D.
Associate Professor of Computer Information Systems, South Plains College
Abstract
An effective web-based learning environment should provide a well designed screen layout that provides the appropriate amount of multimedia and feedback to the student, which promotes meaningful learning and transfer of knowledge. This presentation will discuss the findings found in a recent study that investigated the effects of two presentation modalities that have built-in feedback or no feedback and how they affected student achievement on a Microsoft Excel test and student computer self-efficacy.
The results of the study revealed that presentation modality had no effect on the students’ performance on a Microsoft Excel test or their attitudes toward computer technologies. However, presentation modality (text with picture) had an effect on the students’ self-efficacy toward spreadsheets. The study also indicated that feedback had an effect on the students’ performance on a Microsoft Excel test, but it had no effect on their attitudes toward computer technologies, their comfort or anxiety on computer technologies, their perception of usefulness of computer technologies, or their self-efficacy toward spreadsheets. The interaction of presentation modality and feedback had no effect on the students’ performance on a Microsoft Excel test, their attitudes toward computer technologies, their comfort or anxiety on computer technologies, their perception usefulness of computer technologies, or their self-efficacy toward spreadsheets. The study also found no relationship between students’ self-efficacy toward spreadsheets and their performance on a Microsoft Excel test.