Multimedia Materials in Brazilian Physics Textbooks: An Analysis Following the Cognitive Theory of Multimedia Learning

2021 ◽  
pp. 256-268
Author(s):  
Daniel Sucha Heidemann ◽  
Nilson Marcos Dias Garcia
Keyword(s):  
Cognitive Theory ◽  
Multimedia Learning

Adding Pre-Training and Feedback Enhances the Benefits of Adaptive Flashcard Training

2021 ◽  
Vol 65 (1) ◽  
pp. 1317-1321
Author(s):  
Cheryl I. Johnson ◽  
Daphne E. Whitmer ◽  
Matthew D. Marraffino ◽  
Lindsay B. Conner ◽  
Allison E. Garibaldi ◽  
...  
Keyword(s):  
College Students ◽  
Instructional Strategies ◽  
Learning Outcomes ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Higher Learning ◽  
The Other ◽  
Feedback Group ◽  
Adaptive Training ◽  
Learning Efficiency

Adaptive training is tailored instruction designed to target an individual’s strengths and weaknesses, and it has been shown to improve learning outcomes and efficiency in a variety of domains, including flashcard training. The goal of this experiment was to determine whether the addition of other instructional strategies, such as enhanced feedback and pre-training, would further boost the learning benefits of an adaptive flashcard trainer. Thirty-nine college students learned to identify U.S. Navy ships using either a base version of the flashcard trainer, a version that included enhanced feedback, or a version that included pre-training and enhanced feedback. Results showed that the pre-training and enhanced feedback group significantly outperformed the other groups on delayed retention and transfer tests and showed higher learning efficiency. Implications for adaptive training and the Cognitive Theory of Multimedia Learning are discussed.

Creating effective online modules using the cognitive theory of multimedia learning

2021 ◽  
Vol 2021 (1) ◽  
pp. 12198
Author(s):  
Thomas Cavanagh ◽  
Kurt Kraiger ◽  
Janet M. Peters
Keyword(s):  
Cognitive Theory ◽  
Multimedia Learning

Verstehen verstehen. Eine Pilotstudie zur Überprüfung der Eye-Mind-Hypothese bei multimedialen Lernprozessen von Funktionen

2021 ◽  
Author(s):  
Martin Ohrndorf
Keyword(s):  
Eye Tracking ◽  
Cognitive Theory ◽  
Multimedia Learning

Erklärvideos spielen mittlerweile auch in schulischen Kontexten eine bedeutsame Rolle. Welche Lern- und Verstehensprozesse beim Schauen von Erklärvideos relevant sind, ist bislang jedoch noch nicht erforscht. Die vorliegende Arbeit liefert einen ersten Schritt in Richtung der Erfassbarkeit kognitiver Verstehensprozesse mittels der Untersuchung von Blickbewegungen durch die Methode des Eye-Trackings. Das Medium Erklärvideo wird zunächst in die unterrichtspsychologische Forschung eingeordnet, indem seine Rolle für schulische Lehr-Lern-Prozesse anhand von Angebots-Nutzungs-Modellen untersucht wird. Diese Einordnung schafft eine analytische Trennung zwischen dem Erklärvideo als Angebot und der Nutzung dieses Mediums durch Schüler*innen, so dass diese beiden Perspektiven empirisch untersuchbar werden. Im nächsten Schritt wird beispielhaft ein Erklärvideo aus dem Bereich Funktionen als Lernangebot untersucht. Dies geschieht auf Grundlage eines Katalogs von Qualitätskriterien zur Untersuchung von lernunterstützenden Erklärvideos, welcher unter Berücksichtigung der Cognitive Theory of Multimedia Learning und fachdidaktischen Qualitätskriterien entwickelt und begründet wird. Nachfolgend wird die Erfassbarkeit kognitiver Verstehensprozesse beim funktionalen Denken anhand einer Fallstudie zur Nutzung des Erklärvideos durchgeführt. Hierzu werden Blickbewegungen und Äußerungen des nachträglichen lauten Denkens analysiert, u.a. anhand einer Ausdifferenzierung der Anderson-Krathwohl-Taxonomie für funktionales Denken. Die vorliegende Arbeit gibt einen Einblick in die aktuelle kognitionspsychologische Forschung bezüglich Erklärvideos zum funktionalen Lernen und weist nach, dass kognitive Erinnerns- und Verstehensprozesse u.a. mittels Eye-Tracking an verschiedenen Stellen sichtbar gemacht werden können.

An Integrated Multimedia Learning System for Reciprocating Internal Combustion Engines: RICEM

2011 ◽  
Vol 213 ◽  
pp. 211-215
Author(s):  
Chung Wei Yeh
Keyword(s):  
Internal Combustion Engines ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Internal Combustion ◽  
Modern Technology ◽  
Learning System ◽  
Control Group ◽  
Combustion Engines ◽  
Multimedia Software ◽  
Significant Difference

A cost-effective multimedia learning system, RICEM, for reciprocating internal combustion engines was proposed in this study. This system contained the graphical introduction of engine components, engine structure animation, feedback and assessment based on Mayer’s multimedia learning cognitive theory. Reciprocating internal combustion engines are used all over the world to drive compressors, pumps, electric generators, motor ships and other equipments. We used multimedia software to construct the learning system. An experiment comprising of two groups of 30 participants separately was conduct to test the effectiveness and showed that there was a significant difference between the pre-test and post-test score in the RICEM group, as compared with the control group. This study suggested that a collaborative application appeared to be promising in supporting effective learning of modern technology, by combining the integration of learning theory and multimedia design.

scholarly journals Investigating Modality, Redundancy and Signaling Principles with Abstract and Concrete Representation

2020 ◽  
Vol 8 (2) ◽  
pp. 131
Author(s):  
Ekrem Kutbay ◽  
Yavuz Akpınar
Keyword(s):  
Middle School ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Modality Effect ◽  
School Students ◽  
Design Data ◽  
School Settings ◽  
Science Scores ◽  
Post Test ◽  
Quasi Experimental

This study explored the effects of modality, redundancy, and signaling principles in multimedia learning with abstract and concrete representations of an animation on learning in real middle school settings. Based on these principles of the cognitive theory of multimedia learning, ten types of treatment conditions were tested with a pre-test and post-test quasi-experimental design. Data were collected from a large sample (n=826) sample of children with low prior electricity knowledge. Analyses showed that all treatments helped students to develop knowledge of the topic to some extent. However, while the modality effect holds true for middle school students’ studying electricity units with a multimedia instruction in real school settings, the signaling and redundancy principles do not hold true. The study also investigated interactions among prior science scores, prior knowledge about the topic, and multimedia treatments. Findings were discussed in relation to similar studies reported in the literature. Finally, the study raised a set of further research questions in the last section.

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