Citation 6:

Acha, J. (2009). The effectiveness of multimedia programmes in children’s vocabulary learning. British journal of educational technology, 40(1), 23-31.

Summary:
This paper was to examine which presentation mode is more effective for primary school children who are learning new vocabulary in a second language with a self-paced multimedia programme : either presenting only one stimulus (either verbal or pictorial) or presenting two stimuli simultaneously (verbal and pictorial). Participants were 135 third and fourth grade Spanish children and they read an interactive multimedia short English story presented by a computer program. Twelve key words(donkey, drawer, penknife, hammer, bricks, ladybird, waistcoat, bonnet, mittens, jug, tray and napkin) were inside the button. These words were unknown to the children by pretest and author tested the vocabulary after the children read the story with the multimedia programme. In this multimedia, children click the button on unknown words while reading. There were three groups that could see the corresponding annotation word-only, picture-only, both word and picture. An ANCOVA was used to analysis the research. The ‘word-only’ group shows higher percentage of recalled words than the ‘word and picture’ group, both in the immediate and the delayed posttest.
Generally, we think that combined use of a word and a picture may reinforce the memory trace in children, but this paper revealed different concept. The present data strongly suggest that adding the picture to the word involves extra cognitive resources. For that reason, in a second language vocabulary learning multimedia program for children, presenting only a word is more effective than presenting the word together with the picture or only the picture.
Yet, this paper cited other studies that when high-order processes are involved , integration of information, pictures have been useful to interpret text and construct deep understanding.

Review:
To developing materials it is important to understand the particular context and the particular course. Teachers nowadays have to recognize the digital context that postmodern students are related. The new possibilities of e-learning with hypermedia formats and the individualization of the learning process calls for integrated educational and techno-logical research as a means to assure effective learning results. This paper assist to teachers how to use digital sources and to curriculum developer how to develop the digital materials in terms of learning language.
Author claims that simultaneous presentation of verbal and pictorial stimuli has not always proved to be useful in self-based learning, probably because of limited working-memory capacity for a detailed description of working memory. This paper could change the teaching vocabulary pedagogy in Korea.