Based on the comprehension scores for each video clip, different trends regarding the advance organizer condition were observed. For the Singles video, the ANOVA revealed a two-way interaction between the two independent variables of modality and language. Consequently, it was necessary to consider both the modality and the language of the advance organizer. Only when both variables were taken into account simultaneously could we see that students comprehended better when given an audio advance organizer in English and a text advance organizer in German. The comprehension scores of the Lotte video showed a different trend. The ANOVA did not show a significant two-way interaction between the two independent variables of modality and language. Also, no significant main effect was found for modality. However, the two-way ANOVA revealed a significant main effect for language. Independent of modality, students performed better on the comprehension test when the advance organizer was presented in English rather than German.Each set included two test methods a five multiple-choice and five short- answer questions. All questions were designed to test the understanding of each video. The questions addressed both general understanding and comprehension ofanbsp;...
|Title||:||The Effects of Multimedia Advance Organizers on Comprehending Authentic German Video|
|Publisher||:||ProQuest - 2008|