Source: Teacher Education and Special Education, Vol. 34 Issue 2, p87-105. (May 2011).
In this research study, the authors produced enhanced podcasts (images displayed in time with audio) using Mayer's cognitive theory of multimedia learning to deliver selected uncovered course content.
Two randomly assigned groups of undergraduate teacher education candidates interacted with either audio podcasts or enhanced podcasts across two experiments.
Researchers measured recall and higher order application ability of students to determine which podcast method resulted in higher scores.
Participants interacting with the enhanced podcasts outperformed their audio-only counterparts on three of four measures of recall and application.