scholarly journals Participatory multimedia learning: Engaging learners

2005 ◽  
Vol 21 (3) ◽  
Author(s):  
Kristian Kiili
Keyword(s):  
Learning Environments ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Processing System ◽  
Educational Game ◽  
Human Information Processing ◽  
Learning Material ◽  
Digital Learning ◽  
Proposed Model ◽  
The Impact

<span>The purpose of this paper is to present a participatory multimedia learning model for use in designing multimedia learning environments that support an active learning process, creative participation, and learner engagement. Participatory multimedia learning can be defined as learning with systems that enable learners to produce part of the learning materials themselves. The aim of the model is to represent the human information processing system more exhaustively than its predecessor, the cognitive theory of multimedia learning, and to support the transformation of free cognitive resources into a germane cognitive load needed for knowledge construction. Flow theory is used as a framework to facilitate positive user experience and engagement in order to maximise the impact of digital learning environments. The proposed model is studied through an educational game, IT-Emperor. In this game university level students (n = 18) worked in a virtual production company as trainees who were hired to produce learning material about usability. The focus of this paper is on studying the usefulness of participatory multimedia learning tasks included in IT-Emperor and factors that have an influence on flow experience. Questionnaires and interviews revealed that content creation was reported as the main activity causing flow. Additionally, a positive connection between flow and learning was found. Although these results support the proposed model, more research on the topic is recommended.</span>

Inferences on enacted understanding: using immersive technologies to assess intuitive physical science knowledge

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael Tscholl ◽  
Jason Morphew ◽  
Robb Lindgren
Keyword(s):  
Learning Environments ◽  
Physical Science ◽  
Mixed Reality ◽  
Physical World ◽  
Theory Approach ◽  
Digital Learning ◽  
Science Knowledge ◽  
Content Type ◽  
Dynamic Stimuli ◽  
The Impact

Purpose This study aims to advance the proposal to use immersive virtual learning environments to stimulate and reveal deep-seated knowledge about science, giving instructors and researchers unique possibilities for assessing and identifying intuitive physical science knowledge. Aside from the ability to present rich and dynamic stimuli, these environments afford bodily enactment of people’s understanding, which draws less from declarative knowledge stores and more from everyday experiences with the physical world. Design/methodology/approach The authors ground their proposal in a critical review of the impact of stimulus and task characteristics of traditional physics inventories. Using a grounded theory approach, the authors present classifications and interpretations of observed bodily enactments of physics understandings in a study where participants enacted their understanding of force and motion of space in an immersive, interactive mixed reality (MR) environment. Findings The authors find that instances of these action categories can be interpreted as relating to underlying knowledge, often identified by other studies. The authors thus replicate a number of prior findings, which provide evidence to establish validation for using MR simulation as a tool for identifying people’s physical intuitions. Research limitations/implications This study targeted only a few specific physical science scenarios. Further, while a number of key insights about student knowledge came from the analysis, many of the observations are mere leads in need of further investigation and interpretation rather than core findings. Originality/value Immersive digital learning environments are primarily used for instruction. The authors propose to use and design them for assessment as well. This paper should prompt more research and development in this direction.

Examining the Characteristics of Digital Learning Games Designed by In-service Teachers

2017 ◽  
Vol 7 (4) ◽  
pp. 73-85 ◽  
Author(s):  
Yun-Jo An ◽  
Li Cao
Keyword(s):  
Learning Environments ◽  
Game Design ◽  
Educational Game ◽  
Digital Learning ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Games ◽  
Teacher Professional ◽  
Design Documents ◽  
Teachers Perspectives

In order to better understand teachers' perspectives on the design and development of digital game-based learning environments, this study examined the characteristics of digital learning games designed by teachers. In addition, this study explored how game design and peer critique activities influenced their perceptions of digital game-based learning environments and learning through game design. Qualitative data were collected from fifty game design documents and participant responses to reflection questions. The analysis of game design documents showed that the majority of the participants designed immersive game-based learning environments where players are required to use higher order thinking and real-world skills as well as academic content to complete missions or solve problems. The results of this study provide important implications for teacher professional development as well as for educational game development.

scholarly journals Informing learning design through analytics: Applying network graph analysis

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Dirk Ifenthaler ◽  
David Gibson ◽  
Eva Dobozy
Keyword(s):  
Learning Environments ◽  
Learning Analytics ◽  
Graph Analysis ◽  
Learning Design ◽  
Digital Learning ◽  
Time Data ◽  
Network Graph ◽  
Dynamic Learning ◽  
The Impact

Learning design has traditionally been thought of as an activity occurring prior to the presentation of a learning experience or a description of that activity. With the advent of near real-time data and new opportunities of representing the decisions and actions of learners in digital learning environments, learning designers can now apply dynamic learning analytics information on the fly in order to evaluate learner characteristics, examine learning designs, analyse the effectiveness of learning materials and tasks, adjust difficulty levels, and measure the impact of interventions and feedback. In a case study with 3550 users, the navigation sequence and network graph analysis demonstrate a potential application of learning analytics design. Implications based on the case study show that integration of analytics data into the design of learning environments is a promising approach.

Motivation Monitoring and Assessment Extension for Input-Process-Outcome Game Model

2014 ◽  
Vol 4 (2) ◽  
pp. 15-35 ◽  
Author(s):  
Ioana Ghergulescu ◽  
Cristina Hava Muntean
Keyword(s):  
Educational Game ◽  
Game Model ◽  
Motivation To Learn ◽  
Input Process ◽  
Game Play ◽  
Proposed Model ◽  
Significant Difference ◽  
The Subject ◽  
The Impact

This article proposes a Motivation Assessment-oriented Input-Process-Outcome Game Model (MotIPO), which extends the Input-Process-Outcome game model with game-centred and player-centred motivation assessments performed right from the beginning of the game-play. A feasibility case-study involving 67 participants playing an educational game and measuring their motivation through a questionnaire was conducted. The results have shown statistical significant difference between the motivation to play and motivation to learn, as well as statistical significant relationship between the player's motivation during the game-play and the player's initial motivation. A statistical significant increase in player's motivation to learn about the subject presented in the game was also found. These facts confirm the usefulness of assessing player's motivation from the beginning of the game-play. Furthermore, the results have shown the usefulness of the proposed model for assessing the impact of the game-play on player's motivation.

Multimedia Design of Assistive Technology for Those with Learning Disabilities

2010 ◽  
pp. 43-60 ◽  
Author(s):  
Boaventura DaCosta ◽  
Soonhwa Seok
Keyword(s):  
Learning Disabilities ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Human Mind ◽  
Assistive Technologies ◽  
Human Cognition ◽  
Human Information Processing ◽  
Multimedia Design ◽  
Empirically Supported ◽  
Potential Benefits

This is the final of three chapters serving as the introduction to this handbook which addresses the relationship between human cognition and assistive technologies and its design for individuals with cognitive disabilities. In this chapter the authors build upon the last two chapters and focus specifically on research investigating the visual and auditory components of working memory. The authors present the cognitive theory of multimedia learning, a learning theory proposing a set of instructional principles grounded in human information processing research that provide best practices in designing efficient multimedia learning environments. Much like the last chapter, the instructional principles presented are grounded in empirically-based study and consolidate nearly twenty years of research to highlight the best ways in which to increase learning. Altogether, the authors stress the common thread found throughout this three chapter introduction—that technology for learning should be created with an understanding of design principles empirically supported by how the human mind works. They argue that the principles emerging from the cognitive theory of multimedia learning may have potential benefits in the design of assistive technologies for those with learning disabilities.

Expanding libraries’ application of Mayer’s cognitive theory of multimedia learning

2019 ◽  
Vol 40 (6/7) ◽  
pp. 478-482
Author(s):  
Sarah Theimer
Keyword(s):  
Literature Review ◽  
Learning Theory ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Cognitive Learning ◽  
Open Educational Resources ◽  
Digital Resources ◽  
Content Type ◽  
The Impact ◽  
Multimedia Learning Theory

Purpose The purpose of this paper is to propose the incorporation of Mayer’s cognitive theory of multimedia learning (CTML) into library digital initiatives, specifically open educational resources (OER). CTML contains established principles that maximize the impact of teaching material through optimizing the use of multimedia. As educators, librarians should adhere to CTML principles and advocate for them to be followed when library digital resources are created locally or used in a classroom. The paper looks at an OER title as an example and outlines changes based on CTML for improvements. Design/methodology/approach A literature review is used to identify the areas of librarianship where CTML already is in use and where research is lacking. Findings There are many opportunities to apply multimedia learning theory to aspects of library operations. The author should consider multimedia learning when making digitization decisions. OER projects should be accomplished with these principles and general learning theory principles in mind. Libraries should be aware of CTML principles when creating all digital scholarship. Research limitations/implications This paper is based on a literature review, not on research done specifically on this topic. It includes specific recommendations to improve an OER title as an example of what should be done on a broader scale. Practical implications Librarians are educators should be aware of learning theory and particularly multimedia learning theory as learners often are not directly accessible to provide feedback. Design is critical to learning and this paper provides practical recommendations for application. Originality/value Other papers have considered CTML as applied to online tutorials and instruction in general. Significantly less attention has been paid to applying CTML and cognitive learning theories outside of traditional instruction. This paper advocates expanding the use of cognitive learning theory and CTML to digital resources produced by the library.

scholarly journals Student Online Activity in Blended Learning: A Learning Analytics Perspective of Professional Teacher Education Studies in Finland

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110566
Author(s):  
Arto O. Salonen ◽  
Annukka Tapani ◽  
Sami Suhonen
Keyword(s):  
Teacher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Analytics ◽  
Digital Learning ◽  
Online Activity ◽  
Professional Teacher ◽  
Digital Learning Environments ◽  
The Impact

Distance learning is rapidly gaining ground globally. In this case study, we focused on professional (vocational) teacher education (PTE) student online activity in a blended learning context. We applied learning analytics (LA) to identify students’ ( n = 19) online study patterns. Our key interest was in determining when and what kinds of online activity and behavior PTE students engage in during their studies. We applied quantitative content analysis to analyze the students’ behavior. Moodle’s event log enabled us to identify active hours and days, variation in use of learning materials, the impact of interventions, and stumbling blocks to student learning in the study unit. Based on our data, educator availability is an essential factor for good student engagement in digital learning environments. Interaction forums are important for PTE students effective learning. Monday and Tuesday afternoons are the most effective times for educators to be available for PTE students. There is a clear need for contact learning in professional teacher education, even when operating in digital learning environments. It plays an essential role in keeping students’ activity alive. It could be beneficial to plan a post-process for students who do not graduate as planned, including regular group meetings for supporting studies, receiving guidance, and meeting peers. PTE students’ behavior in a distance learning environment in the context of blended learning follows Zipf’s law, which models the occurrence of distinct objects in particular sorts of collections.

scholarly journals Exploring Dysphasia Learners’ Vocabulary Acquisition through the Cognitive Theory of Multimedia Learning: An Experimental Study

2021 ◽  
Vol 16 (12) ◽  
pp. 263
Author(s):  
Aravind B R ◽  
Rajasekaran V
Keyword(s):  
Learning Disabilities ◽  
Retention Test ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Instructional Method ◽  
Vocabulary Knowledge ◽  
Sample Population ◽  
Teaching Learning ◽  
Knowledge Scale ◽  
The Impact

Purpose of the study: The present study was conducted with the aim of investigating the impact of the Cognitive Theory of Multimedia Learning for students with dysphasia in learning disabilities. Another aim was to find out the acquisition of vocabulary toward News in levels lesson – Robinson Crusoe for Students of English. Twenty-four students with dysphasia in learning disabilities have participated in the study. The sample population was exposed to a similar handing environment for the research though they had various backgrounds. All the instructions, experiments, teaching-learning activities were provided in the special education resource room. Methodology: The Experimental Research Design was employed in the study. Pre-test, post-test, retention test, and Vocabulary Knowledge Scale questionnaire were administrated to collect the required data from both the control and experimental groups to study the impact of the multimedia and non-multimedia instructional methods. Major findings: The findings of the research revealed that the multimedia instructional method of teaching outperformed the non-multimedia instructional group. The retention test results and the Vocabulary Knowledge Scale questionnaire reaffirmed that students with dysphasia have motivated and store the new information in their long-term memory. They could retain most of the vocabulary when the multimedia instructional method was integrated into the teaching-learning process. All the test result scores were analyzed using the SPSS software package. A paired test value comparison was used to compare the results for both the control and experimental groups.

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