Assessing students’ continuance intention in using multimedia online learning

The study aimed to assess the students’ continuance intention (SCI) in using multimedia online learning including students’ perceived usefulness (SPU), students’ ease of use (SPE), and students’ flow experience (SFE). There is no,so far, the assessment of students’ activity in using multimedia online learning within the extended Technology Acceptance Model (TAM).This study revealed the students’ continuance intentions in using online lessons.There were 523 students as the samples. They learned and examined the content of online English learning resources as well as multimedia aspects.TAM was used to predict the SCI. The results indicate that the students’ intentions are influenced positively by perceived usefulness, ease of use, and the flow experience. The SPU influenced more students’ motivation than SPE. It is recommended that designers of online learning should be more specific in determining target users. The online learners’ skill on ICT, pedagogical principles, and technological barrier in different region are among the determinant aspects for receiving positive enduring intention

Interest-enhancing approaches to mathematics curriculum design: Illustrations and personalization

Two common interest-enhancement approaches in mathematics curriculum design are illustrations and personalization of problems to students’ interests. The objective of these experiments is to test a variety of illustrations and personalization approaches. In the illustrations experiment, students (n = 265) were randomly assigned to lessons with story problems containing decorative illustrations, contextual illustrations, diagrammatic illustrations, misleading illustrations, or no illustrations (only text [control condition]). Students’ problem-solving performance and attitudes were not affected by illustration condition, but learning was better in the control compared with contextual illustrations. In the personalization experiment, students (n = 223) were randomly assigned to story problems that were either personalized based on: a survey of their interests, their choice of interest topics, a randomly assigned interest topic, or the original nonpersonalized story problem (control). The findings indicated there were benefits for choice personalization both for performance in the problem set as well as on a later learning assessment

Is learning with elaborative interrogation less desirable when learners are depleted?

When learning with elaborative interrogation, learners are requested by means of prompts to generate parts of the study material. There is evidence, that learning with elaborative interrogation is beneficial. However, it is conceivable that for elaborative interrogation to be beneficial for learning, learners also need resources available to be able to correctly generate parts of the study material. In this connection, one potentially important factor for successfully carrying out such effortful analytic processes, like generating information, is cognitive self-control. However, self-control seems to be a limited resource that can be depleted. Hence, under conditions of depleted self-regulatory resources (ego depletion), elaborative interrogation might lead to an incomplete generation of the requested information, resulting in incomplete study material. Thus, elaborative interrogation may be only beneficial under nondepleted conditions, but disadvantageous under depleted conditions. To investigate this, 97 persons were randomly assigned to one of four conditions resulting from a 2 × 2 between-subjects design with the independent variables ego depletion (yes vs. no) and learning condition (elaborative interrogation vs. control). Ego depletion was manipulated with a writing task: Participants were instructed to transcribe a text on a blank sheet, but only participants in the depletion condition were instructed to omit the letters e and n wherever they would normally appear in their writing. For the elaborative interrogation condition, some segments of the regular text were removed and prompts asking for that particular information were provided. For the control condition, the regular text was provided while no prompts were given. The main dependent variables were the learning outcome measures of a retention test and a transfer test. 2 × 2-ANCOVAs showed no effects of ego depletion, no effects of learning condition and no interaction between ego depletion and learning condition – neither for retention nor for transfer. The concept of ego depletion is recently discussed controversy and these results do contribute to the skeptical view that queries the impact of the concept of ego depletion – at least for cognitive tasks. Moreover, these results question whether elaborative interrogation are also desirable when assessing learning outcomes by means of retention and transfer tests

The effect of active reading software on saudi efl learners’ reading comprehension skills

The present study investigated the effects of technology-integrated instruction on reading comprehension skills of the undergraduate EFL learners at Majmaah University, Saudi Arabia. The experimental study utilized Active Reading Software (ARS) as a technological tool to examine its efficacy on reading comprehension at literal, interpretative, critical, and creative levels. The study also attempted to explore the influence of ARS instruction on learners’ attitudes towards learning reading comprehension. The variables of the study were analyzed and described based on a theoretical framework that included Schema theory, Rumelhalt (1980) and Meyer’s (2005) Cognitive Theory of Multimedia Learning (CTML). This study employed a sequential explanatory mixed-method approach following a quasi-experimental pretest posttest design for collecting the quantitative and qualitative data of the research. The study utilized 60 male participants studying English as a foreign language at Majmaah University, Saudi Arabia. Randomization procedure was used to cluster two intact groups into experimental and control groups. Quantitative data were obtained via reading achievement tests and questionnaire surveys while qualitative data were procured through semi-structured interviews. Analysis of quantitative data made use of statistical package SPSS 22, whereas qualitative data of the study were evaluated using thematic data analysis procedure. Findings of the study pointed out a significant difference in the mean scores of the experimental groups involved in the study in terms of reading achievement. The mean score of the experimental groups on reading posttest was higher than that of the control group. The conclusion was drawn from the findings that using ARS as a learning tool had significant impacts on learners’ reading achievement. The findings of this study demonstrated that ARS is an effective learning tool for enhancing reading comprehension skills since the ARS instruction focused on aspects that could improve learners’ comprehension skills. These aspects included using authentic learning materials, activation of prior or background knowledge, positive learning attitudes, interactive learning activities, individualized and stress- free learning environment. The results of the current study also showed that the participants in the experimental group performed better than the control group because they received the learning input in a conducive environment, which helped them improve their reading proficiency. In the ARS instruction, the learning materials were presented using dual-channel (auditory and visual). Thus, the nature of learning materials used in ARS reading sections and the mode of presentation have encouraged learners to involve actively in the learning process to construct meaningful information based on their prior knowledge. Furthermore, the findings also revealed positive attitudes of learners towards ARS in terms of perceived ease of use, perceived usefulness, user-friendly interface design and retention, all of which are factors that could contribute to technology acceptance and integration in the learning process. Therefore, the current study based on the findings suggests that the use of ARS as a learning tool can be effective in improving learners' reading comprehension skills and learners’ attitudes towards the adoption and integration of technology-based learning in language classes

Critérios informacionais para elaboração de conteúdo instrucional para a web com base nos princípios de aprendizagem multimídia.

A tecnologia permite elaborar conteúdos instrucionais em diferentes suportes e formatos com o uso de áudios, textos, vídeos e animações, os quais influenciam distintamente na maneira como o ser humano interage com a informação e aprende. A compreensão dessas influências é importante para adaptar a tecnologia multimídia para melhorar a aprendizagem humana. A Teoria Cognitiva de Aprendizagem Multimídia de Richard Mayer apresenta princípios básicos para a elaboração de material instrucional multimídia visando a facilitar a aprendizagem, com base em como as pessoas aprendem. Estudos empíricos nas áreas de psicologia, educação, tecnologia e outras têm buscado validar os princípios da teoria e testar suas implicações no processo de aprendizagem. O objetivo desta pesquisa é identificar critérios informacionais, com base na análise sistemática de estudos empíricos sobre a consistência dos princípios preconizados pela Teoria Cognitiva de Aprendizagem Multimídia, que possam ser utilizados na elaboração e na adaptação de material instrucional multimídia na web, de modo a maximizar a aprendizagem e a transferência cognitiva de conhecimento especializado. A partir desses achados, material instrucional multimídia do programa Dia de Campo na TV é analisado e adaptações são sugeridas, para facilitar o processo de transferência de tecnologia e de conhecimento por meio da web. Por fim, uma lista de recomendações par asubsidiar a criação de novos conteúdos instrucionais é oferecida, a fim de ampliar a efetividade do uso de recursos multimídia na promoção da aprendizagem e na difusão coletiva de conhecimento especializado.Dissertação (Mestrado em Ciência da Informação) - Universidade Federal do Rio de Janeiro, Escola de Comunicação, Rio de Janeiro

An Investigation of Multimedia Instruction, the Modality Principle, and Reading Comprehension in Fourth-Grade Classrooms

Elementary-school teachers are faced with the responsibility of finding the most effective ways to educate their students using multimedia approaches. The use of instruction with visuals and audio has resulted in positive learning outcomes on retention and transfer tasks for junior-high and high-school students. This approach that results in the modality principle has been tested less frequently in elementary-aged students. The purpose of this study was to examine two different multimedia instructional approaches to investigate which condition offers beneficial learning outcomes through recall and transfer assessments during a lesson on different types of energy in fourth-grade classrooms using a Powerpoint® presentation. In addition, reading-comprehension levels were studied to investigate how students with varying reading levels performed on recall and transfer tasks when presented with an audio or visual presentation. The independent variables were the method of instruction including visuals with auditory information and visuals with written text and reading-comprehension scores from a previous assessment. The dependent variables were student performance on recall and transfer assessments. Results from the study were not statistically significant for the method of multimedia instruction overall on both dependent variables and for three different reading levels. Students who received multimedia instruction with visuals and written text and with visuals and audio performed similarly on recall and transfer tasks. Results suggested that both methods of multimedia instruction, visuals with text and visuals with audio, can be used in elementary-school classrooms with similar outcomes on recall and transfer tasks. These results translate to students at different reading levels as well. When teachers are preparing or choosing lessons for elementary-aged students, a visual text or audio approach may benefit their students in similar ways

Examining Interventions and Cognitive Load Factors in Online Learning Experiences

Since the beginning of the development of massive open online courses (MOOCs), these and other online learning environments have been considered as potential partial solutions to some persistent problems in higher education. These learning environments, while they have great educational value, have not been as effective as they could be, because they have largely been built with little or no foundation in the cognitive processes (e.g., the conversion of items from short-term to long-term memory) required for effective and efficient online learning. Many innovative online learning approaches are in development, such as personalized learning (learning experiences tailored to address particular information that students need) using adaptive learning systems (machine learning techniques used by computers to recommend materials). However, these approaches would also benefit from being grounded in cognitive theory to better reveal how learning occurs in these systems. Furthermore, crucial features of interventions in online learning, such as supplementary elements designed to fill in gaps or reinforce knowledge, have not been thoroughly examined in conjunction with the insights of cognitive theory and the concept of desirable difficulty (i.e., the notion that the addition of difficulty to a task can improve learning and increase retention). In this exploratory work, I experimentally examine five different types of interventions and their effects on undergraduate engineering students’ learning gains and experience. This study presents quantitative research along with detailed qualitative thematic analysis. Its objective is to provide critical insights into how to better design online learning environments and how we can create more effective interventions that promote students’ online learning gains. The research questions for this work are: (1) What factors in online learning environments affect learning gains (i.e., measured difference between post- and pre-test scores) for undergraduate engineering students?; (2) What factors in online learning environments affect the learning experience for undergraduate engineering students, and, specifically, what factors produce desirable difficulty?; and (3) What factors in online learning affect undergraduate engineering students’ self-reported memory? The experimental results, examined within the framework of cognitive theory, showed quantitatively that levels of frustration with interventions were correlated with learning gains while qualitative analysis results revealed instances that both confirmed and contradicted aspects of the quantitative results. A number of practical design guidelines emerged from the analysis: for example, in specific circumstances, one type of intervention is likely to be more effective than another, or that particular sorts of additional difficulties should be avoided. These recommendations may provide researchers with a better understanding of how to challenge students in more efficient and productive ways in online learning environments.PHDIndustrial & Operations EngineeringUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/162900/1/seokjook_1.pd

Bildung, Wissen und Kompetenz(-en) in digitalen Medien: Was können, wollen und sollen wir über digital vernetzte Kommunikation wissen?

Die Bedeutung digitaler Kommunikationsmedien für den Wissenserwerb und die Bildung ist in den vergangenen Monaten enorm gewachsen. Die Corona-Pandemie - und damit verbunden der gesellschaftliche Lockdown, der auch den Bildungssektor traf und trifft - hat die Schwachstellen der Digitalisierung an den Schulen in Deutschland schonungslos offengelegt. Diese mussten innerhalb weniger Monate das nachholen, was in anderen Ländern schon weitaus umfassender gelungen ist, nämlich die Digitalisierung des Unterrichts. Bedingt durch die Corona-Pandemie und die damit verbundenen Präsenz-Schulausfälle sind neben der Schule auch weitere Lernorte wichtiger geworden. Dementsprechend spannen die Beiträge in diesem Band einen größeren Rahmen auf und zeigen, an welchen Orten und in welchen Zusammenhängen wir alle mit digitalen Kommunikationsangeboten lernen und Wissen erweitern können und auch müssen. Sie entstanden bereits vor Beginn der Corona-Krise, greifen Fragen des Lernens und des Wissenserwerbs über digital vernetzte Kommunikation auf und beziehen neuere Konzepte von Medienkompetenz mit ein. Dabei wird sowohl die Perspektive der Lehrenden wie auch die der Lernenden eingenommen und auf Basis empirischer Studien gezeigt, wie digitale (Lern-)Angebote wahrgenommen und genutzt bzw. angeeignet werden

The Influence of Long-Term Linguistic Knowledge on Verbal Short-Term Memory in Adults With and Without Dyslexia: Behavioural and Electrophysiological Insights

This thesis analysed the impact of lexical-semantic knowledge on verbal short-term memory (vSTM) in individuals with and without dyslexia. Given that dyslexic individuals generally exhibit phonological difficulties, this investigation sought to understand whether they leverage their lexical-semantic knowledge as a compensatory mechanism in vSTM, mirroring tendencies observed in reading tasks. Chapters 2 and 3 studied the impact of newly acquired linguistic knowledge on vSTM. Chapter 2 found that newly gained phonological-lexical knowledge boosted nonword recall, but further semantic associations offered no extra benefits, particularly for dyslexic participants. In contrast, Chapter 3, after strengthening the training methodology, found that both phonological familiarity and semantic training improved recall, benefiting dyslexic and non-dyslexic participants alike. Chapter 4 investigated the impact of associating nonwords with high or low-imageability words, although the results did not show substantial differentiation for any participants. Chapter 5 pivoted to scrutinise the role of well-integrated lexicalsemantic representations in vSTM, showing that both imageability and semantic relatedness enhanced recall, even at a rapid presentation rate, implying these semantic influences were largely automatic. Here, individuals with weaker phonological skills benefitted more from word imageability under faster presentations. Chapter 6 replicated the beneficial effect of semantic coherence on vSTM performance, revealing similarly enhanced accuracy in both groups, although a differing pattern of errors indicated dyslexic participants may use different recall strategies. Throughout the thesis, experiments have replicated the supportive effects of phonological-lexical representations and added benefits of established semantic knowledge in vSTM and, through similar levels of performance, demonstrated that these sources of support likely have an important contribution to maintaining functional STM capacity in dyslexia; although the efficacy and degree to which they can boost vSTM performance may be limited. These insights offer a valuable foundation for future research into lexicalsemantic mechanisms underpinning language processing in dyslexia