{"id":{"repo_id":"unlv","oai_identifier":"oai:oasis.library.unlv.edu:rtds-2707"},"canonical_url":"https://search.dev.ndltd.org/etd/unlv/oai:oasis.library.unlv.edu:rtds-2707","repository":{"repo_id":"unlv","name":"University of Nevada - Las Vegas","base_url":"https://oasis.library.unlv.edu/do/oai/"},"display":{"title":"A comparison of video and illustrated audio as an instructional tool","abstract":"This study examines the differences in the acquisition of procedural knowledge between the utilization of video versus illustrated audio as an instructional tool. One hundred and forty-five students from two major southwestern universities participated in the study. Results indicate that there are no differences in the acquisition of procedural knowledge between using these instructional tools. It was also determined that several participant demographic characteristics and a participant's learning style---determined by the Gregorc Style Delineator---did not significantly moderate their acquisition of procedural knowledge.","abstract_html":"This study examines the differences in the acquisition of procedural knowledge between the utilization of video versus illustrated audio as an instructional tool. One hundred and forty-five students from two major southwestern universities participated in the study. Results indicate that there are no differences in the acquisition of procedural knowledge between using these instructional tools. 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It was also determined that several participant demographic characteristics and a participant's learning style---determined by the Gregorc Style Delineator---did not significantly moderate their acquisition of procedural knowledge."]},{"key":"dc:format","label":"Dc Format","values":["pdf"]},{"key":"dc:title","label":"Title","values":["A comparison of video and illustrated audio as an instructional tool"]}]}],"canonical_facts":{"dc:contributor":["Andrew Hale Feinstein"],"dc:creator":["Zakrzewski, Christopher E"],"dc:description.abstract":["This study examines the differences in the acquisition of procedural knowledge between the utilization of video versus illustrated audio as an instructional tool. One hundred and forty-five students from two major southwestern universities participated in the study. Results indicate that there are no differences in the acquisition of procedural knowledge between using these instructional tools. 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