Examining the Accelerated Playback Hypothesis of Time-Compression in Multimedia Learning Environments: A Meta-Analysis Study

2021 ◽  
pp. 073563312110435
Author(s):  
Li Cheng ◽  
Raymond Pastore ◽  
Albert D. Ritzhaupt
Keyword(s):  
Learning Outcomes ◽  
Learning Environments ◽  
Effect Size ◽  
Multimedia Learning ◽  
Meta Analysis ◽  
Research Literature ◽  
Independent Effect ◽  
Compression Algorithms ◽  
Time Compression ◽  
Digital Time

With the explosion of multimedia learning environments and the use of digital time-compression algorithms in common software and hardware, we need guidance on how to use this technology without sacrificing quality and learning outcomes. The purpose of the meta-analysis is to examine the existing empirical research literature to derive an overall integrated model for the use of digital time-compression algorithms in multimedia learning environments. We frame this research by coining the accelerated playback hypothesis, which posits that learning outcomes will not diminish with accelerated playback of multimedia learning materials until a threshold is reached. Systematically searching twelve academic databases and filtering the literature, we identified seven qualified manuscripts with k = 18 independent effect size comparisons using time-compression in the context of multimedia learning. The overall effect size for playback speed 1.4–1.5x is small and significant at g = −0.212 [95% CI = −0.378, −0.045]. The overall effect size for playback speed 1.8–2.0x is small and non-significant at g = −0.362 [95% CI = −0.743 to 0.019]. Discussion and implications for practice and research are provided.

scholarly journals Review: Effect Size Model Mastery Learning dalam Pembelajaran Kimia

2021 ◽  
Vol 4 (2) ◽  
pp. 94
Author(s):  
Rizkiana Nurazizah ◽  
Rinaningsih Rinaningsih
Keyword(s):  
Learning Outcomes ◽  
Effect Size ◽  
Meta Analysis ◽  
Mastery Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Research Literature ◽  
Review Article ◽  
Male Students ◽  
Chemistry Learning

This review article aims to identify the effect size of the mastery learning model in chemistry learning. The writing of this review article uses a meta-analysis research design using the Glass method. An effect size test was performed with a comparison of the result of 5 relevant research literature. In this study using purposive sampling technique to obtain samples. Based on the effect size test, the effect size value obtained in chemistry learning with the mastery learning model includes 1) learning outcomes of 1.32. 2) learning activities shown by the creativity of students by 4 and activities of studens by 0,48. 3) the response of students as indicated by the interest and motivation of learning students, namely 21,98 and 0,75. 4) male students have a greater effect size than female students, namely 24,53 and 22,77. Student learning outcomes can be increased by using the mastery learning model. Students have a positive response to the mastery learning model indicated by students are very enthusiastic, critical and easier to understand the material being taught.

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.

Test Frequency, Stakes, and Feedback in Student Achievement: A Meta-Analysis

2019 ◽  
Vol 43 (3-4) ◽  
pp. 111-151 ◽  
Author(s):  
Richard P. Phelps
Keyword(s):  
Student Achievement ◽  
Early Childhood ◽  
Effect Size ◽  
English Language ◽  
Variance Estimation ◽  
Meta Analysis ◽  
The United States ◽  
Research Literature ◽  
Effect Sizes ◽  
Test Frequency

Background: Test frequency, stakes associated with educational tests, and feedback from test results have been identified in the research literature as relevant factors in student achievement. Objectives: Summarize the separate and joint contribution to student achievement of these three treatments and their interactions via multivariable meta-analytic techniques using a database of English-language studies spanning a century (1910–2010), comprising 149 studies and 509 effect size estimates. Research design: Analysis employed robust variance estimation. Considered as potential moderators were hundreds of study features comprising various test designs and test administration, demographic, and source document characteristics. Subjects: Subjects were students at all levels, from early childhood to adult, mostly from the United States but also eight other countries. Results: We find a summary effect size of 0.84 for the three treatments collectively. Further analysis suggests benefits accrue to the incremental addition of combinations of testing and feedback or stakes and feedback. Moderator analysis shows higher effect sizes associated with the following study characteristics: more recent year of publication, summative (rather than formative) testing, constructed (rather than selected) item response formats, alignment of subject matter between pre- and posttests, and recognition/recall (rather than core subjects, art, or physical education). Conversely, lower effect sizes are associated with postsecondary students (rather than early childhood–upper secondary), special education population, larger study population, random assignment (rather than another sampling method), use of shadow test as outcome measure, designation of individuals (rather than groups) as units of analysis, and academic (rather than corporate or government) research.

College Students’ Cognitive Learning Outcomes in Technology-Enabled Active Learning Environments: A Meta-Analysis of the Empirical Literature

2019 ◽  
Vol 58 (4) ◽  
pp. 791-817 ◽  
Author(s):  
Yinghui Shi ◽  
Huiyun Yang ◽  
Jason MacLeod ◽  
Jingman Zhang ◽  
Harrison Hao Yang
Keyword(s):  
College Students ◽  
Active Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Meta Analysis ◽  
Cognitive Learning ◽  
Empirical Literature ◽  
High Quality ◽  
Moderator Variable ◽  
Cognitive Learning Outcomes

Technology-enabled active learning environments (TE-ALEs) have attracted considerable research interest, particularly in higher education. However, research shows inconsistent results describing the influence of TE-ALEs toward students’ cognitive learning outcomes. This study was designed to identify high-quality empirical research examining college students’ cognitive learning outcomes and to utilize meta-analysis to determine the overall effectiveness of TE-ALEs. A systematic literature search identified 31 high-quality peer-reviewed journal articles that met the inclusion criteria. Meta-analysis showed that the calculated effect size of TE-ALEs more positively influenced students’ cognitive learning than traditional lecture-based environments. Moderator variable analysis suggested that social context, study design, and sample size were significant factors that influence the effectiveness of TE-ALE. TE-ALEs were found more effective when instructors employed individualized learning contexts as well as when bias was reduced in randomized controlled trials. TE-ALEs were also found to be more effective in small courses rather than in large courses.

Managing Cognitive Load in Interactive Multimedia

2009 ◽  
pp. 149-170
Author(s):  
Slava Kalyuga
Keyword(s):  
Learning Environments ◽  
Interactive Multimedia ◽  
Multimedia Learning ◽  
Cognitive Engagement ◽  
Research Literature ◽  
Critical Feature ◽  
Advanced Learners ◽  
Learner Participation ◽  
Subject Material ◽  
Active Learner

Most sophisticated multimedia learning environments include various interactivity features. Interactive multimedia learning environments respond dynamically to learner specific actions. Such environments support active, learner-engaged forms of learning that are expected to promote deep cognitive processes and result in active construction and acquisition of new knowledge. Spector, Christensen, Sioutine, and McCormack (2001) noted that interactivity is the most critical feature of technology-enhanced learning environments. They summarized the relevant conclusions addressed in the research literature in this area as follows: 1. “Doing goes hand-in-hand with learning: learners learn what they do. 2. As learning environments provide more and more opportunities for active learner participation, they tend to promote learning; too many opportunities for interaction, however, can lead to confusion and disorientation. 3. Cognitive engagement with the subject material is vital for learning. 4. Opportunities for reflection generally improve learning. 5. Informative feedback is a necessary part of meaningful cognitive engagement; advanced learners may be able to generate their own feedback (a metacognitive skill)” (p. 522).

Meta-Analysis as a Tool for Assessing University-Wide Student Learning Outcomes

2012 ◽  
pp. 363-379
Author(s):  
Hansel Burley ◽  
Bolanle A. Olaniran
Keyword(s):  
Pilot Study ◽  
Student Learning ◽  
Learning Outcomes ◽  
Effect Size ◽  
Meta Analysis ◽  
Reliability And Validity ◽  
Student Learning Outcomes ◽  
Classroom Assessments ◽  
Institutional Researchers

The researchers included 10 embedded assessments in the study for a mean gain effect size of .35. From the results of a pilot study, the authors learned that while the technique works, questions about the reliability and validity of the classroom assessments emerged. The authors speculate that institutional researchers can use these techniques to compare the assessment of standards within and among universities.

Verbal redundancy in multimedia learning environments: A meta-analysis.

2012 ◽  
Vol 104 (1) ◽  
pp. 250-263 ◽  
Author(s):  
Olusola O. Adesope ◽  
John C. Nesbit
Keyword(s):  
Learning Environments ◽  
Multimedia Learning ◽  
Meta Analysis

Effects of Participation on Performance and Satisfaction: Additional Meta-Analytic Evidence

1999 ◽  
Vol 84 (3) ◽  
pp. 719-725 ◽  
Author(s):  
John A. Wagner ◽  
Jeffrey A. LePine
Keyword(s):  
Random Effects ◽  
Effect Size ◽  
Meta Analysis ◽  
Research Literature ◽  
Previous Literature ◽  
Literature Reviews ◽  
Different Types ◽  
Recent Debate ◽  
And Performance

Stimulated by recent debate, this study investigated whether prior research supports the statement that different forms of participation have different effects on performance and satisfaction in the workplace. Using a collection of 75 correlations drawn from published analyses, a meta-analysis using random effects procedures indicated that relationships between participation and performance reported in the research literature are similar in size and direction across different types of participation. Meta-analytic results also indicated similarity in the size and direction of relationships between participation and satisfaction across different forms of participation and suggested that effect size statistics published in research on participation and performance are generally similar to those reported in studies of participation and satisfaction. These findings differ from the results of another recent meta-analysis and from those of several previous literature reviews but support the primary conclusions of an earlier meta-analytic assessment.

scholarly journals A Meta-analysis of Employment Discrimination Against Muslims and Arabs

2018 ◽  
Author(s):  
Timothy Bartkoski ◽  
Ellen Herrmann ◽  
Chelsea Witt ◽  
Cort Rudolph
Keyword(s):  
Meta Analysis ◽  
Experimental Studies ◽  
Research Literature ◽  
Effect Sizes ◽  
Independent Effect ◽  
Work Setting ◽  
Employment Decisions ◽  
Quantitative Review ◽  
Almost All ◽  
Future Work

Muslim and Arab individuals are discriminated against in almost all domains. Recently, there hasbeen a focus on examining the treatment of these groups in the work setting. Despite the great number of primary studies examining this issue, there has not yet been a quantitative review of the research literature. To fill this gap, this meta-analysis examined the presence and magnitude of hiring discrimination against Muslim and Arab individuals. Using 46 independent effect sizes from 26 sources, we found evidence of discrimination against Muslim and Arab people in employment judgments, behaviors, and decisions across multiple countries. Moderator analyses revealed that discrimination is stronger in field settings, when actual employment decisions are made, and when experimental studies used “Arab” (vs. “Muslim”) targets. However, primary studies provide inconsistent and inaccurate distinctions between Arabs and Muslims, therefore future work should be cautious in categorizing the exact aspect of identity being studied.

scholarly journals The effectiveness of Game-Based Science Learning (GBSL) to improve students’ academic achievement: A meta-analysis of current research from 2010 to 2017

2019 ◽  
Vol 5 (2) ◽  
pp. 152-168
Author(s):  
Heru Setiawan ◽  
Shane Phillipson
Keyword(s):  
Learning Outcomes ◽  
Effect Size ◽  
Science Learning ◽  
Meta Analysis ◽  
School Level ◽  
Control Group ◽  
Journal Articles ◽  
Research Information ◽  
School Year ◽  
Education Journal

This study identifies the effectiveness of game-based science learning (GBSL) for improving students’ learning outcomes by conducting a literature review of the current research from 2010 to 2017. This study also explores the correlation between variation in school level and year of publication on GBSL effect size. Data were collected from peer-reviewed journal articles published in educational databases including ERIC (Educational Research Information Centre), Springer Link, ProQuest education journal, and A+ education. Seven inclusion criteria were used to select relevant studies. Comprehensive Meta-Analysis (CMA 2.0) was used to analyze the data. This study finds that (1) GBSL intervention has a statistically significant effect on students' learning outcomes with a higher average on the effect size of the experimental group (41.12) than the control group (37.07). The mean of the reviewed studies’ effect size is 0.667 in the medium category. (2) The implementation of GBSL in secondary school has a bigger average effect size than in elementary school. Year of publication and effect size has a low positive correlation with a coefficient of correlation 0.40. 

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