When creating
instructions, the use of audio can benefit teaching and learning. In Barron’s (2004)
research, she found that using audio allows students to hear the expression in
the teacher’s voice and therefore students are more motivated. With the use of
audio, instructions can be accessed on different types of portable devices,
allowing the student to listen to the directions when they need them. In addition,
the student is able to rewind and pause the audio to go back over items they
missed or did not understand. The use of audio can also impact teaching and learning
because teachers can use audio to give feedback to students on projects and
assessments. On the other hand, teachers can supply audio files for students to
use as a review of important information needed for a test or project. Furthermore,
teachers can prepare audio files for students who missed class so that they are
able to listen to the material they missed. By listening, the student is able
to hear the tone and pace of the instructions which can help as they process
the instructions.
When using only audio for instructions, the designer must be aware that there are some possible issues
that can arise. First, the students must have access to a device to listen to
the instructions. Along with this, the equipment must be working. Trying to get
instructions when equipment does not work can be very frustrating to the
student and cause them to give up on trying to learn the lesson. The designer
must also realize that some students can be easily distracted so when only
listening to instructions, students may have to listen several times to fill in
the gaps of the instructions they missed.
There are differences in
using audio files for instructions as compared to using text and images. Barron
(2004) found that listening to audio files left a more lasting impression on the
student than reading textual instructions or looking at images in instructions.
By using audio files, the teacher was able to give a more personal touch to the
instructions. Barron (2004) also found that recall of information was better
when using audio as opposed to using visual or text instructions. Knowing these
differences can help designers of instructions determine when audio should be
incorporated.
I feel that the use of
audio can be very helpful for both the teacher and the student. First, creating
audio files does not take as long to create as text and/or images therefore
helping save time for the teacher. Next, the student can access the audio on
demand, allowing them to hear the instructions when needed. But finally, I feel
that the use of audio helps students as they work through a set of instructions
because by hearing the speaker, emotion is put into the instructions which in the
end helps the student interpret the information correctly. I feel that audio
instructions can definitely enhance teaching and learning.
References
Barron, A. E. (2004). Auditory
Instructions. In D. H. Jonassen (ed.), Handbook
of Research on Educational Communications and Technology (2nd
ed., pp. 949 - 978). New Jersey: Lawrence Erlbaum Associates, Inc.
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