Doctor of Philosophy (PhD)
First Committee Member
Number of Pages
This paper focuses on improving older adults' recall of important health information. The study's objective is to test which of three presentation modalities (text, audio or text plus audio) leads to improved performance of older adults' learning health information. The total number of participants consisted of 16 males and 18 females, or a total of 34 participants. The mean age of the group was 72.5. The participants were divided into three groups and each group was presented with one of three modalities (i.e. text, text plus audio, and audio), selected randomly, on an "auto start" CD, using PowerPoint as a guide. The outcome measures were a 10 question, Likert scale Ease of Comprehension Questionnaire, and a 10 Question Multiple-Choice Test. There was no main effect for the Ease of Comprehension variables or the Multiple-Choice Test recall variables due to treatment effects. The effect size for the Ease of Comprehension variable equaled .530 as measured by Eta squared. Given more power, the outcome would likely demonstrate significant results.
Adult; Adult Learning; Effects; Health Information; Learning; Modality
Educational psychology; Curriculum planning; Gerontology
University of Nevada, Las Vegas
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Douglas, Earl S, "Modality effects on adult learning" (2006). UNLV Retrospective Theses & Dissertations. 2718.
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