Sarah K. Arboleda and Jaclyn E. Reagan Which Learning Style Has a Greater Effect on Short-Term Memory? Audio Versus Visual Presentation of Words Sarah K. Arboleda and Jaclyn E. Reagan Longwood University Results Traditional and online classes differ in many ways, especially the presentation of the material that is to be studied. We wanted to explore which would be better, so we conducted an experiment in which participants studied a word list either visually or had the words read aloud to them. Participants were provided with a word list, and once they were presented with the words, they had two minutes to circle all of the words that they could remember. We measured the number of words that were correctly memorized. The participants that visually studied the words correctly memorized more words than the group that heard the words read aloud. Unexpectedly, there was an approaching significance between words correctly memorized by males and females. Based on results, taking an online class is more beneficial for memory. Keywords: visual, auditory, memorization, word list Abstract Materials and Procedure Independent Variable – Presentation of words Level 1 – Auditory Level 2 – Visual Dependent Variable – Number of correctly circled words Operational Definition – Correct number of words circled Auditory Condition: First, participants filled out their demographics Next, they listened to the list of words read verbally to them Last, they circled all of the words that they remembered Visual Condition: Next, they studied the list of words visually An independent t test showed that the participants who listened to a word list read verbally, correctly remembered less words (M = 15.89, SD = 3.606) than the group that studied the words visually (M = 18.91, SD = 3.387). Significant difference between the two groups’ ability to correctly remember the words studied, t(118) = 4.720, p < .001, d = .25, 95% CI[1.755, 4.292] (two-tailed). Based on Cohen’s d, findings show a small effect size. There was also an approaching significance between the word memorization by females and males, t(118) = 1.839, p = .068. The females, (M = 17.67, SD = 3.832) memorized more words than the males, (M = 16.18, SD = 3.539). Background In search of significant difference between visual and auditory stimuli Past researchers combined the two conditions (Glaser & Schwan, 2015) One study displayed that visually studying material is more effective than studying through audition (Pilotti, Gallo, & Roediger, 2000) Rationale: link our study with variances between online and traditional classes Rationale We conducted our study to test the best way to obtain knowledge by comparing online classes and traditional classes. The growing source of technology is allowing students to learn information through online classes, rather than hearing a lecture by a professor in a traditional classroom. Discussion Clear preference for visual stimulus Auditory group closed eyes to visualize words Auditory group attempted to write words on blank paper Hypothesis supported Textbooks and notes more easily remembered than standard lecture Approaching significance between males and females Future research Additional condition- visual and auditory combined Concrete vs non concrete words Method Participants Total of 120 participants 92 females and 28 males Average age of total participants = 19.82, standard deviation = 1.852 Total Freshman = 36, Sophomore = 38, Junior = 31, Senior = 15 Other = 0 63 participated in the visual condition, 57 participated in the auditory condition Youngest participant = 18, Oldest participant = 33 References Glaser, M., & Schwan, S. (2015). Explaining pictures: how verbal cues influence processing of pictorial learning material. Journal of Educational Psychology, 107(4), 1006-1018. http://dx.doi.org/10.1037/edu0000044 Pilotti, M., Gallo, D., & Roediger HL, I. (2000). Effects of hearing words, imaging hearing words, and reading on auditory implicit and explicit memory tests. Memory & Cognition, 28(8), 1406-1418 13p. http://dx.doi.org/10.3758/BF03211841