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.

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>

The Impact of Clickers Use on Vocabulary Knowledge and Satisfaction in an EFL Class in China

2014 ◽  
Vol 10 (3) ◽  
pp. 47-59 ◽  
Author(s):  
Yu Zhonggen
Keyword(s):  
Gender Differences ◽  
Foreign Language ◽  
Vocabulary Knowledge ◽  
Satisfaction Level ◽  
Efl Learners ◽  
Using Data ◽  
Based Instruction ◽  
Knowledge Scale ◽  
The Impact ◽  
Students Satisfaction

Clickers are catching growing attention in education. This study, using data collected from a questionnaire, forty content words, and a vocabulary knowledge scale, aims to identify if clickers can enhance EFL (English as a foreign language) vocabulary knowledge and raise students' satisfaction level compared with the traditional multimedia-based instruction. Gender differences were also explored. Data from 115 EFL learners showed that: (1) Clickers-based instruction significantly increased participants' satisfaction level compared with traditional multimedia-based instruction in an EFL class; (2) Clickers-based instruction significantly enhanced participants' vocabulary knowledge compared with traditional multimedia-based instruction in an EFL class; (3) Males were significantly more satisfied with clickers-based instruction than females in an EFL class and there were no significant gender differences in satisfaction levels under multimedia-based instruction; (4) Males obtained significantly more vocabulary knowledge than females under clickers-based instruction, while females obtained significantly more vocabulary knowledge than males under multimedia-based instruction.

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 Second Language Vocabulary Learning from Viewing Video in an EFL Classroom

2020 ◽  
Vol 13 (7) ◽  
pp. 76
Author(s):  
Rattana Yawiloeng
Keyword(s):  
Second Language ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Auditory Information ◽  
Efl Learners ◽  
Post Test ◽  
L2 Vocabulary ◽  
L1 And L2

This study examines the effects of an English vocabulary video on second language vocabulary learning by English as a foreign language (EFL) learners. The conceptual framework is underpinned by Mayer&rsquo;s (2005) Cognitive Theory of Multimedia Learning. The participants were 25 undergraduate students studying at a Thai university. To collect data, five types of research instruments were utilized including a survey of English vocabulary knowledge, pre-test, post-test, the English vocabulary video, and a questionnaire. The findings of this study revealed an increase in the post-test scores after the Thai EFL learners engaged in learning second language (L2) vocabulary using an English vocabulary video. Moreover, the findings also uncovered that the EFL learners gained L2 vocabulary knowledge after viewing the video containing first language (L1) and L2 captions, images, and L2 audios which are relevant to the target words. Furthermore, the results revealed that the EFL students preferred learning L2 vocabulary via video containing both L1 and L2 captions, interesting and related images, and the proper volume of audios. Therefore, the significant findings of this study lead to theoretical and pedagogical implications regarding the significant role of multimedia learning in terms of the links between visual and auditory information.

The Impact of using 3D Interactive Animation Tool in Teaching Computer Programming at the Senior High School Level

2018 ◽  
Vol 3 (2) ◽  
pp. 18-28
Author(s):  
Najim Ussiph ◽  
Hamidu Kwame Seidu
Keyword(s):  
High School ◽  
Research Work ◽  
Instructional Method ◽  
Senior High School ◽  
School Level ◽  
Eastern Region ◽  
3D Animation ◽  
High School Level ◽  
Significant Difference ◽  
The Impact

A quasi experiment with interview was adopted to study the aptness of using 3D animations as an instructional method to introduce programming concepts to students at the Senior High School level. This research work was conducted with 100 students of Akroso Senior High School in the Birim central municipality of the eastern region of Ghana who were generally programming novice. Programming concepts considered included programming environments, loops, functions sequential and conditional execution of programs. A paired t-test carried out on the results of the performance test presents a p-value of 0.008 indicative of a numerically significant difference between the mean marks of participants during the experiments that used 3D animation method as against the experiments that used the text base method. Results from the interview showed that the instructional method used had impact on the performance of the learners. The use of 3D animation method presented programming concepts in a form that the learners can understand, motivates them to pursue programming related courses at a higher level and also impacts positively on their performance.

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