Auditory Instruction Summary

Susan Connell
EDTEC 561
Fall 2003

Reference:
Barron, A. (2003). Audio instruction. Handbook of research for educational communications and technology. (chap. 35.7 Time-compressed speech). Retrieved November 22, 2003, from http://www.aect.org/edtech/35.pdf

While audio is an important component of multimedia and instructional design, it tends to be the neglected medium in multimedia research. This paper summarizes findings about auditory topics in a number of areas including audio memory, use in interactive media and multi-channel issues. One area of particular interest related to the use of time-compressed speech.

The author notes that, unlike text, audio is time-based and cannot be readily skimmed. This can sometimes cause instructional designers to use text when audio might be more effective because use of audio narration tends to make a given lesson longer. However, a number of studies have demonstrated that people actually understand speech faster than it is typically spoken. While normal conversation occurs at a pace of about 150 words per minute (wpm) and fast speakers approach 215 wpm, individuals can actually process as much as 300wpm when simply listening (and not engaged in conversation). New technologies make it possible to compress speech to this speed without unpleasant and distracting distortion.

Just because people can process speech that quickly, does not mean that they can comprehend it. Factors such as intelligence, language ability, age, type of compression, length of a presentation and previous training all affect comprehension. Interestingly, blind people were able to process and comprehend speech at speeds as fast as 475wpm. In general studies indicate that people prefer speech presented at about30% to 50% faster than normal conversation and were comfortable with rates as much as 70% faster when they were in a hurry.

The ability to compress audio in a variety of ways will enable instructional designers to tailor its use to varying audiences and preferences. In fact some technologies will actually allow learners to make adjustments based on their own preferences. Being aware of these factors should be an important consideration when designing multimedia projects.

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