Seventy-five subjects participated in two concurrent experiments. We tested the influence of video, photography, and individualized testing on acceptance and recall of information provided by a multimedia encyclopedia about professions and educational programs.
Video has no measurable influence in both experiments.
Photography supports recall of all facts related to the illustrated professions. Individually calculated career options enhance acceptance and facilitate recall of all facts related to the suggested jobs. In a field study with 75 students, we compared the individual validation of four media for vocational guidance, two multimedia applications and two products of printed matter. Data analyses reveal that the students enjoyed using electronic media, but they rely on printed matter. This paper describes a qualitative study into students' use of higher-order thinking as they use an interactive multimedia program based on a situated learning framework.