Using principles of text design to improve the effectiveness of audiotapes

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Abstract
This paper considers how far some of the principles used for producing effective written text can be applied to the production of instructional audiotapes. Transcripts of four original audiotapes were revised by adding summaries and headings, simplifying the text, re‐arranging parts of the text and numbering items of information. The transcripts were then re‐recorded. Each of 24 students listened to two tapes (one original and one revised) in a counterbalanced design. In a test of their recall of the content, students listening to the first of their two tapes recalled slightly (but not significantly) more from the revised versions. Students listening to the second of their tapes recalled significantly more when it was presented in the revised form. A further study in which 59 students read transcripts of the tapes produced remarkably similar findings.

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