LOS MEDIOS DE COMUNICACIÓN ELECTRÓNICOS

was taken to not consider the variables obtained from the Learning Scenario Questionnaire and the Multimedia Learning Preference Test, the statistical tests involving these variables were not performed. First, the descriptive statistics for the remaining 8 measures of the variables were determined. Second, the associations between the 8 measures were determined. Since Shapiro- Wilk tests of normality revealed that none of the 8 measures had a normal distribution, Pearson’s correlation tests were not used and Spearman’s correlation tests were used instead. Third, the predictive value of the measures of learning style for the four recall scores (important verbal details score, important visual details score, seductive verbal details score and seductive visual details score), as well as the predictive value of the four recall scores for each other, was determined using multiple linear regression tests. Since the verbal and visual versions of the VVLSR score were

both calculated from the participant’s responses in the same instrument, they would have the same predictive value. Therefore, only the verbal version of this score was considered for prediction of the verbal recall scores, and only the visual version of this score was considered for prediction of the visual recall scores.

Table 5

Statistical Tests to Answer Research Questions

Question Measures considered Number of tests

1 SBLSQ verbal and visual scores VVLSR verbal and visual scores LSQ verbal and visual scores

3

(1 for the SBLSQ scores; 1 for the VVLSR scores; 1 for the LSQ scores)

2 SBLSQ verbal and visual scores VVLSR verbal and visual scores LSQ verbal and visual scores

6 – 3 verbal; 3 visual

(1 for each pair of learning style measures)

2 MLPT-C verbal and visual scores MLPT-R verbal and visual scores

2 – 1 verbal; 1 visual (1 for the pair of learning behaviour measures) 3 SBLSQ verbal score VVLSR verbal score LSQ verbal score MLPT-C verbal score MLPT-R verbal score 6

(1 for each pair of learning style measure and learning behaviour measure) 3 SBLSQ visual score VVLSR visual score LSQ visual score MLPT-C visual score MLPT-R visual score 6

(1 for each pair of learning style measure and learning behaviour measure)

4 SBLSQ verbal score

VVLSR verbal score LSQ verbal score

Important verbal details score

3

(1 for each pair of learning style measure and important details score)

4 SBLSQ visual score VVLSR visual score LSQ visual score

Important visual details score

3

(1 for each pair of learning style measure and important details score)

5 MLPT-C verbal score MLPT-R verbal score

Important verbal details score

2

(1 for each pair of learning behaviour measure and important details score)

5 MLPT-C visual score MLPT-R visual score

Important visual details score

2

(1 for each pair of learning behaviour measure and important details score)

6 SBLSQ verbal and visual scores VVLSR verbal score

LSQ verbal score MLPT-C verbal score MLPT-R verbal score

Important verbal details score

1

(1 for the important verbal details score)

6 SBLSQ verbal and visual scores VVLSR visual score

LSQ visual score MLPT-C visual score MLPT-R visual score

Important visual details score

1

(1 for the important visual details score)

7 SBLSQ verbal score

VVLSR verbal score LSQ verbal score

Seductive verbal details score

3

(1 for each pair of learning style measure and seductive details score)

7 SBLSQ visual score VVLSR visual score LSQ visual score

Seductive visual details score

3

(1 for each pair of learning style measure and seductive details score)

8 MLPT-C verbal score MLPT-R verbal score

Seductive verbal details score

2

(1 for each pair of learning behaviour measure and seductive details score)

8 MLPT-C visual score MLPT-R visual score

Seductive visual details score

2

(1 for each pair of learning behaviour measure and seductive details score)

9 SBLSQ verbal and visual scores VVLSR verbal score

LSQ verbal score MLPT-C verbal score MLPT-R verbal score

Seductive verbal details score

1

(1 for the seductive verbal details score)

9 SBLSQ verbal and visual scores VVLSR visual score

LSQ visual score MLPT-C visual score MLPT-R visual score

Seductive visual details score

1

(1 for the seductive visual details score)

10 Important verbal and visual details scores 1

(1 for the important details scores)

10 Seductive verbal and visual details scores 1

(1 for the seductive details scores) 11 Important verbal details score

Seductive verbal details score

1

11 Important visual details score Seductive visual details score

1

(1 for the visual scores) 12 Important verbal and visual details scores

Seductive verbal and visual details scores

1

(1 for the important verbal details score)

12 Important verbal and visual details scores Seductive verbal and visual details scores

1

(1 for the important visual details score)

12 Important verbal and visual details scores Seductive verbal and visual details scores

1

(1 for the seductive verbal details score)

12 Important verbal and visual details scores Seductive verbal and visual details scores

1

(1 for the seductive visual details score)

5. Results

This study was conducted to evaluate the association between learning style, learning behaviour, recall of important details and recall of seductive details from an educational video among university students in The Netherlands. For illustrative purposes, the descriptive statistics of the measures of the variables used to answer the research questions are presented. After these descriptive statistics are presented, the results of the statistical tests used to answer the research questions, that is, the association between the variables and the predictive value of the variables, are described.