Time-Compression

I have worked, since my doctoral studies, on studying the effect of using time-compression algorithms in multimedia learning environments. This body of research is concerned with studying the effects of time-compression and other relevant variables (e.g., multimedia principle, redundancy principle) on learning and satisfaction. As it turns out, the average human being speaks at about 150 words per minute, but has the capacity to listen to much more per minute. Thus, this research looks at efficient and effective methods of incorporating this technology into multimedia learning environments.

Relevant Publications

  • Pastore, R., & Ritzhaupt, A. D. (2015). Using Time-Compression To Make Multimedia Learning More Efficient: Current Research and Practice. TechTrends, 59(2), 66--74. Retrieved from http://dx.doi.org/10.1007/s11528-015-0841-2
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  • Ritzhaupt, A. D., Pastore, R., & Davis, R. (2015). Effects of captions and time-compressed video on learner performance and satisfaction. Computers in Human Behavior, 45, 222 - 227. Retrieved from http://www.sciencedirect.com/science/article/pii/S0747563214007365
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  • Ritzhaupt, A. D., Barron, A. E., & Kealy, W. A. (2011). Conjoint Processing of Time-Compressed Narration in Multimedia Instruction: The Effects on Recall, but Not Recognition. Journal of Educational Computing Research, 44(2), 203 – 217. Retrieved from https://doi.org/10.2190/EC.44.2.d
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  • Ritzhaupt, A. D., & Barron, A. E. (2008). Effects of Time-Compressed Narration and Representational Adjunct Images on Cued-Recall, Content Recognition, and Learner Satisfaction. Journal of Educational Computing Research, 39(2), 161-184. Retrieved from https://doi.org/10.2190/EC.39.2.d
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  • Ritzhaupt, A. D., Gomes, N. D., & Barron, A. E. (2008). The effects of time-compressed audio and verbal redundancy on learner performance and satisfaction. Computers in Human Behavior, 24(5), 2434 - 2445. Retrieved from http://www.sciencedirect.com/science/article/pii/S0747563208000423
    Abstract URL