Importance of Learning-Driven Constructs on Perceived Skill Development When Using Multimedia Instructional Materials

Abstract

Researchers disagree on the impact of multimedia on perceived skill development. This research investigated whether intervening variables such as task-technology factors might explain the difference in the research findings. An experiment was conducted where thirty-nine students worked on a case study using both paper-based and multimedia-based technologies. An exploratory factor analysis design employing a structural equation model was utilized to analyze the data. The findings from this study suggest a strong indirect relationship between multimedia and perceived skill development with learning-driven constructs (challenging, learning interest, self-reported learning, and learned from others). The study concludes that it is critical to consider these factors in developing multimedia instructional materials.