![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
Despite the proliferation of descriptive and technical literature advocating the use of the technique, there is limited empirical support advancing the superiority of multi‐image vs single image presentations. A possible reason for the dearth of significant discrimination has been the projection strategy employed. This study compares three multi‐stage versions of a tape‐slide presentation with a parallel single image format. Multi‐image treatments differed in the amount of time two images were simultaneously in view: three seconds, six seconds or a complete visual overlap. A post‐test‐only control group factorial design incorporating two moderator variables, sex and scholastic ability, was employed for testing 215 grade eight subjects.
The data analysis produced no significant differences between single and multi‐image treatments for transmission of pictorial information. Multi‐image formats were significantly more effective for transmitting factual auditory information with the six‐second visual overlap being the more powerful strategy. Regardless of visual format, males achieved significantly higher results than females and high scholastic ability subjects scored significantly better than those of low scholastic ability. The results accrued to scholastic ability are consistent across varied media/presentation studies, while the sex variance is attributed primarily to differential subject matter appeal. The superiority of multi‐image presentations for communicating factual information is discussed in terms of a theory of visual bridging.