scholarly journals Digital Story Map Learning for STEM Disciplines

2019 ◽  
Vol 9 (2) ◽  
pp. 75 ◽  
Author(s):  
Garth Groshans ◽  
Elena Mikhailova ◽  
Christopher Post ◽  
Mark Schlautman ◽  
Patricia Carbajales-Dale ◽  
...  
Keyword(s):  
Cognitive Theory ◽  
Multimedia Learning ◽  
Empirical Studies ◽  
Design Guidelines ◽  
Systems Research ◽  
Stem Disciplines ◽  
Technological Advances ◽  
Story Map ◽  
Story Maps ◽  
And Mathematics

Modern technological advances and trends require new pedagogy and delivery of mapping materials to prepare the future workforce in the disciplines of Science, Technology, Engineering, and Mathematics (STEM) for an increasingly technology-dominated society. The purpose of this study was to develop an Environmental Systems Research Institute (ESRI) Story Map “Soil Forming Factors: Climate” for multiple STEM disciplines based on the design guidelines from the Cognitive Theory of Multimedia Learning (CTML). The study incorporated a two-group post-test only design that utilized multiple methods of analysis, including a quality assessment of the ESRI Story Map using the five principles of effective storytelling, direct quantitative measures of learning (quiz), and surveys of participants’ perceptions (PowerPoint presentation versus ESRI Story Map) using QualtricsTM. Survey results were summarized by gender, academic classification (year), and academic major program. The newly developed ESRI Story Map was an effective teaching tool as demonstrated by quiz scores and students’ positive responses. Post-testing scores indicated that ESRI Story Maps were an effective way to learn and were viewed as effective as traditional teaching methods (e.g., PowerPoint). Additionally, students reported feeling comfortable using ESRI Story Maps. These positive responses were consistent by gender, major, and academic classification (year). This research indicates that adding audio may improve the use of this ESRI Story Map for educational concept delivery. Empirical studies such as this that include multifaceted quantitative and qualitative assessments are critical to understanding the benefits of new types of multimedia learning in an educational setting.

scholarly journals Reflecting the science of instruction? Screencasting in Australian and New Zealand academic libraries: a content analysis

2021 ◽  
Author(s):  
◽  
Jason Simon Murphy
Keyword(s):  
Content Analysis ◽  
New Zealand ◽  
Academic Libraries ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Academic Library ◽  
High Standard ◽  
Research Problem ◽  
Research Literature ◽  
Design Guidelines

<p>Research problem Instructional screencasts are increasingly part of the online tutorial mix offered by academic libraries, but what makes for effective screencast design? This research provides a snapshot of screencast design in Australian and New Zealand academic libraries and appraises it through the lens of multimedia learning theory.  Methodology Evidence-based design principles that promote effective learning for multimedia were identified from the research literature. A cognitive psychological approach was taken, drawing principally from Mayer’s cognitive theory of multimedia learning. The principles outlined in Mayer’s theory were translated into guidelines applicable to screencast tutorial production. These guidelines formed the basis for an assessment rubric which was applied to screencasts produced by New Zealand and Australian Universities. Content analysis was then applied to determine to what extent screencast tutorials in the sample reflected the principles outlined in Mayer’s theory.  Results On average, screencasts from the institutions surveyed integrated 7.6 of 9 effective multimedia principles. The low variance across the sample suggests this high standard was approximated or exceeded by most tutorials. Australian and New Zealand libraries were of a comparable standard overall with similar areas of strength and weakness.  Implications Mayer’s principles provide a useful foundation for designing effective multimedia instruction. The translation of these principles into screencast design guidelines will hopefully serve as useful considerations. Commonly neglected principles (coherence, signalling and segmenting) present areas for design improvement but also opportunities for further research in an academic library context.</p>

scholarly journals Designing computer-based tests: design guidelines from multimedia learning studied with eye tracking

2021 ◽  
Author(s):  
K. J. H. Dirkx ◽  
I. Skuballa ◽  
C. S. Manastirean-Zijlstra ◽  
H. Jarodzka
Keyword(s):  
Eye Tracking ◽  
Cognitive Load ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Design Guidelines ◽  
Test Results ◽  
Original Design ◽  
Test Items ◽  
Computer Based ◽  
Easy Integration

AbstractThe use of computer-based tests (CBTs), for both formative and summative purposes, has greatly increased over the past years. One major advantage of CBTs is the easy integration of multimedia. It is unclear, though, how to design such CBT environments with multimedia. The purpose of the current study was to examine whether guidelines for designing multimedia instruction based on the Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) will yield similar effects in CBT. In a within-subject design, thirty-three vocational students completed a computer-based arithmetic exam, in which half of the items were presented in an original design format, and the other half was redesigned based on the CTML principles for instructional design (i.e., adapted format). Results showed that applying CTML principles to a CBT decreased the difficulty of the test items, i.e., students scored significantly higher on the adapted test items. Moreover, eye-tracking data showed that the adapted items required less visual search and increased attention for the question and answer. Finally, cognitive load, measured as silent pauses during a secondary think-aloud task, decreased. Mean fixation duration (a different indicator of cognitive load), however, did not significantly differ between adapted and original items. These results indicate that applying multimedia principles to CBTs can be beneficial. It seems to prevent cognitive overload and helps students to focus on important parts of the test items (e.g., the question), leading to better test results.

scholarly journals Reflecting the science of instruction? Screencasting in Australian and New Zealand academic libraries: a content analysis

2021 ◽  
Author(s):  
◽  
Jason Simon Murphy
Keyword(s):  
Content Analysis ◽  
New Zealand ◽  
Academic Libraries ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Academic Library ◽  
High Standard ◽  
Research Problem ◽  
Research Literature ◽  
Design Guidelines

<p>Research problem Instructional screencasts are increasingly part of the online tutorial mix offered by academic libraries, but what makes for effective screencast design? This research provides a snapshot of screencast design in Australian and New Zealand academic libraries and appraises it through the lens of multimedia learning theory.  Methodology Evidence-based design principles that promote effective learning for multimedia were identified from the research literature. A cognitive psychological approach was taken, drawing principally from Mayer’s cognitive theory of multimedia learning. The principles outlined in Mayer’s theory were translated into guidelines applicable to screencast tutorial production. These guidelines formed the basis for an assessment rubric which was applied to screencasts produced by New Zealand and Australian Universities. Content analysis was then applied to determine to what extent screencast tutorials in the sample reflected the principles outlined in Mayer’s theory.  Results On average, screencasts from the institutions surveyed integrated 7.6 of 9 effective multimedia principles. The low variance across the sample suggests this high standard was approximated or exceeded by most tutorials. Australian and New Zealand libraries were of a comparable standard overall with similar areas of strength and weakness.  Implications Mayer’s principles provide a useful foundation for designing effective multimedia instruction. The translation of these principles into screencast design guidelines will hopefully serve as useful considerations. Commonly neglected principles (coherence, signalling and segmenting) present areas for design improvement but also opportunities for further research in an academic library context.</p>

scholarly journals Review of Associations between Built Environment Characteristics and Severe Acute Respiratory Syndrome Coronavirus 2 Infection Risk

2021 ◽  
Vol 18 (14) ◽  
pp. 7561
Author(s):  
Jingjing Wang ◽  
Xueying Wu ◽  
Ruoyu Wang ◽  
Dongsheng He ◽  
Dongying Li ◽  
...  
Keyword(s):  
Severe Acute Respiratory Syndrome ◽  
Built Environment ◽  
Longitudinal Research ◽  
Empirical Studies ◽  
Infection Risk ◽  
Design Guidelines ◽  
Individual Level ◽  
Transit Accessibility ◽  
Level Data ◽  
Transmission Pathways

The coronavirus disease 2019 pandemic has stimulated intensive research interest in its transmission pathways and infection factors, e.g., socioeconomic and demographic characteristics, climatology, baseline health conditions or pre-existing diseases, and government policies. Meanwhile, some empirical studies suggested that built environment attributes may be associated with the transmission mechanism and infection risk of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). However, no review has been conducted to explore the effect of built environment characteristics on the infection risk. This research gap prevents government officials and urban planners from creating effective urban design guidelines to contain SARS-CoV-2 infections and face future pandemic challenges. This review summarizes evidence from 25 empirical studies and provides an overview of the effect of built environment on SARS-CoV-2 infection risk. Virus infection risk was positively associated with the density of commercial facilities, roads, and schools and with public transit accessibility, whereas it was negatively associated with the availability of green spaces. This review recommends several directions for future studies, namely using longitudinal research design and individual-level data, considering multilevel factors and extending to diversified geographic areas.

scholarly journals Learning on Harare’s streets under COVID-19 lockdown: making a story map with street youth

2020 ◽  
pp. 095624782097944
Author(s):  
Janine Hunter ◽  
Shaibu Chitsiku ◽  
Wayne Shand ◽  
Lorraine Van Blerk
Keyword(s):  
Urban Poor ◽  
Web Applications ◽  
Urban Poverty ◽  
Homeless People ◽  
Learning Opportunities ◽  
Street Youth ◽  
Visual Media ◽  
Economic Consequences ◽  
Story Map ◽  
Story Maps

The COVID-19 pandemic has had disproportionate economic consequences on the urban poor, particularly on young people living on the streets. As the pandemic moves from acute to chronic phases, novel methodologies can be used to rapidly co-produce outputs and share learning opportunities with those living in urban poverty. A “story map” focusing on the effects of the pandemic and lockdown was co-produced by UK researchers with street children and youth and practitioners in Harare, Zimbabwe in June 2020. Story maps are web applications combining participant-generated visual media into online templates, with multimedia content supported by narrative accounts. This story map reveals young street participants’ experiences of lockdown, including the effects on their livelihoods, sources of food and support networks. Its purpose is to tell the “story” of street lives, and to provide an advocacy tool and learning resource for policymakers, academics and practitioners working with young homeless people.

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.

STEM undergraduate students: library use, perceptions and GPA

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jung Mi Scoulas
Keyword(s):  
Undergraduate Students ◽  
Student Survey ◽  
Grade Point ◽  
Content Type ◽  
Stem Disciplines ◽  
Library Use ◽  
Library Resources ◽  
User Groups ◽  
And Mathematics ◽  
Online Library

PurposeThis study aims to examine if differences exist in undergraduate students' library use, perceptions and grade point average (GPA) among science, technology, engineering and mathematics (STEM) and non-STEM disciplines.Design/methodology/approachThe current study used data from the 2018 student survey. Among 2,277 students who completed the survey (response rate = 8%), only undergraduate students (n = 1,265) were selected for this study because the current study aims to examine the differences between STEM and non-STEM undergraduate students.FindingsThe findings from a Mann–Whitney U test revealed that STEM respondents perceived specific library resources (subject and course guide, library instructions and library workshops) as slightly less than non-STEM respondents. The results from ANOVA demonstrated that the mean scores in GPA for STEM respondents who never used online library, journals and databases were lower than respondents who used those library resources, regardless of STEM and non-STEM disciplines.Originality/valueRevisiting the data collected and analyzing specific user groups will be valuable to academic libraries because this study will provide academic librarians with a deeper understanding of specific user needs and perceptions of library resources and services.

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.

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