Understanding the effects of presentation modality and feedback on student learning and computer self-efficacy

Abstract

Colleges and corporations have been using technology to expand their course offerings and training programs to their students and employees. What these organizations have found is that poorly designed web pages do not assist in student learning. 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 study investigated the effects of two presentation modalities that have built-in feedback or no feedback and determined how they affected student achievement on a Microsoft Excel test and student computer self-efficacy. In addition, the study examined the relationship between students' self-efficacy toward spreadsheets and their performance on a Microsoft Excel test. A 2 (presentation modality) X 2 (type of feedback) ANOVA was conducted on the students’ performance on a Microsoft Excel test. A 2 (presentation modality) X 2 (type of feedback) MANOVA was conducted on the students' attitudes toward computer technologies and their self-efficacy toward spreadsheets. Correlation was conducted on the students' score on a pre-self-efficacy toward spreadsheets survey and their academic score on a Microsoft Excel test.

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. Future research should investigate the use of multimedia, which can influence students' perception and attitude toward other subject materials.