Changes in Students' Science Ability Produced by Multimedia Learning Environments: Application of the Linear Logistic Model for Change

2002 ◽  
Vol 102 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Dimiter M. Dimitrov ◽  
Steven McGee ◽  
Bruce C. Howard
Keyword(s):  
Learning Environments ◽  
Logistic Model ◽  
Multimedia Learning ◽  
Linear Logistic Model

Text-to-Speech Software and Learning: Investigating the Relevancy of the Voice Effect

2018 ◽  
Vol 57 (6) ◽  
pp. 1534-1548 ◽  
Author(s):  
Scotty D. Craig ◽  
Noah L. Schroeder
Keyword(s):  
Learning Outcomes ◽  
Learning Environments ◽  
Multimedia Learning ◽  
Text To Speech ◽  
Multimedia Design ◽  
Cognitive Efficiency ◽  
Human Voice ◽  
Instructional Multimedia ◽  
Efficiency Measures ◽  
The Voice

Technology advances quickly in today’s society. This is particularly true in regard to instructional multimedia. One increasingly important aspect of instructional multimedia design is determining the type of voice that will provide the narration; however, research in the area is dated and limited in scope. Using a randomized pretest–posttest design, we examined the efficacy of learning from an instructional animation where narration was provided by an older text-to-speech engine, a modern text-to-speech engine, or a recorded human voice. In most respects, those who learned from the modern text-to-speech engine were not statistically different in regard to their perceptions, learning outcomes, or cognitive efficiency measures compared with those who learned from the recorded human voice. Our results imply that software technologies may have reached a point where they can credibly and effectively deliver the narration for multimedia learning environments.

Evaluation of Situations Causing Split of Attention in Multimedia Learning Environments via Eye-Tracking Method

2015 ◽  
pp. 337-367 ◽  
Author(s):  
Duygu Mutlu-Bayraktar ◽  
Servet Bayram
Keyword(s):  
Eye Tracking ◽  
Learning Environments ◽  
Visual Information ◽  
Multimedia Learning ◽  
Heat Maps ◽  
Tracking Method ◽  
Attention Effect ◽  
Area Of Interest ◽  
Video Images ◽  
Multimedia Environments

In this chapter, situations that can cause split of attention in multimedia environments were determined via eye tracking method. Fixation numbers, heat maps and area of interest of learners were analyzed. As a result of these analyses, design suggestions were determined for multimedia environments to provide focusing attention to content without split attention effect. Visual and auditory resources should be provided simultaneously. Visual information should be supported with auditory expression instead of texts. Images such as videos, pictures and texts should not be presented on the same screen. Texts provided with pictures should be presented via integration to each other instead of separate presentation of text and picture. Texts provided with videos should be presented via integration to each other instead of separate presentation of text and video. Images should be given via marking important points on images to increase attention.

Interface Design, Emotions, and Multimedia Learning

2011 ◽  
pp. 79-91
Author(s):  
Chaoyan Dong
Keyword(s):  
Social Psychology ◽  
Learning Environments ◽  
Interface Design ◽  
Positive Emotions ◽  
Multimedia Learning ◽  
Empirical Studies ◽  
Cognitive Resources ◽  
Learning Research ◽  
Physically Attractive

In social psychology, “what is attractive is good” means that a physically attractive person is perceived to be more favorable and capable. In industrial design, the interface is one of the three elements that influence users’ experience with a product. For multimedia learning, does the interface design affect users’ experience with learning environments? Does attractive interface enhance multimedia learning? Research in multimedia learning has been neglecting this issue. In this chapter, I propose that attractive interface design does indeed promote multimedia learning. This hypothesis is based on the review of the following theories and related empirical studies: 1) an interface impacts a user’s experience; 2) beautiful interface induces positive emotions; 3) positive emotions broaden cognitive resources; and 4) expanded cognitive resources promote learning. The Model of Emotional Design in Multimedia Learning is proposed to highlight how emotions regulate multimedia learning. Suggestions regarding designing attractive interfaces are provided.

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