Kesan interaksi atribut persembahan multimedia, gaya kognitif, peringkat pengajian dan bidang pengajian ke atas daya ingatan visual pelajar IPT

Various multimedia presentation attributes contribute different positive effect on the visual recall memory due to factors such as different cognitive style, field of study and level of study. The positive effects could not be optimised if the most effective combination of the factors is not identified. This study aimed to identify the main effects and interaction effects of multimedia presentation format or attribute (line drawing pictures, black and white pictures, colour pictures, animation, animationaudio), cognitive styles (field dependence (FD), field independence (FI), level of study (year one, year three) and field of study (art-based, non-art-based) on the visual recall among students in higher education institutions (HEIs) in Malaysia. The sample consisted of 400 year one and three university students. This experimental study used 5 x 2 x 2 x 2 factorial design. The findings showed that the main effects of format of multimedia presentation, cognitive style, level of education and field of study on visual recall were significant. The results showed that students who viewed animated presentation obtained better mean scores on visual recall than students who viewed other presentation formats. Students with FI cognitive styles were found to recall better than the FD students, while students from non-art-based field obtained better scores than students from the art-based field. Year one students were found to have better visual recall than year three students. The interaction effect of format of multimedia presentation and level of education on visual recall was significant. The three-way interaction effect between cognitive styles, level of education and field of study as well as the interaction effect between format of multimedia presentation, level of education and field of study on visual recall were significant. Findings of the study support the effectiveness of multimedia presentation in enhancing the visual recall memory. However, the most effective attribute should be aligned with the students’ cognitive style, field of study and level of study so as to achieve the intended learning outcomes

The Effect of Providing Partial Presentation Notes on Student Success Factors

Psychologists and educators have examined the use of a wide variety of technological advancements in the classroom, and have studied the effects of these new tools on many factors that affect classroom performance. However, little research exists to demonstrate how specific teaching techniques, specifically the provision of partial or skeletal presentation notes (such as might accompany a Power Point presentation), affect factors that we already know to affect academic success, such as locus of control and academic self-efficacy. This study sought to discover the impact that providing partial presentation notes for use during lecture would have on students’ performance, as well as changes that might result in their locus of control and academic self-efficacy beliefs. Additionally, this study sought to examine the impact of cognitive load and interest as exploratory variables. In order to determine the effects of partial presentation notes on performance, locus of control, and self-efficacy, this study examined the locus of control and self-efficacy of students assigned to either receive partial or complete presentation notes to accompany a visual presentation and lecture. It was expected that the participants in the partial notes condition would score better on the exam, experience more internal locus of control, and higher academic self-efficacy than those in the complete notes condition. The results showed that neither locus of control nor self-efficacy were positively affected by condition. Additionally, performance was not affected by condition. However, locus of control increased for those participants in the complete notes condition, which was the opposite of the expected relationship. However, some interesting relationships emerged between the variables of interest and the exploratory variables. Higher self-efficacy was correlated with greater interest, and greater interest led to more positive change in self-efficacy. Higher self-efficacy meant better scores on the exam and lower cognitive load. Higher cognitive load was correlated to lower exam scores. These results suggest that many factors need to be considered before implementing new technology in the classroom

Reimagining the Chalk Talk: Animated Handwriting as a Social Cue to Improve Motivation in Multimedia Video Lessons

Animated handwriting in multimedia video lessons, such as those popularized by the Khan Academy, has reimagined the classic teaching technique of writing on a chalkboard while lecturing for online delivery. This digital chalk talk effect mimics classroom lectures where words are written letter by letter on a chalkboard as they are spoken. Low-cost applications, tablets, and document cameras allow instructors at all levels to easily create their own animated handwritten videos. As adoption increases, it is important to understand the effects of this strategy. This study employed a true experimental, between-subjects, posttest design that compared multimedia lessons with different text display formats on outcomes of motivation, mental effort, and learning. Undergraduate student volunteers (n = 234) from a large U.S., West Coast, regional, four-year public university were randomly assigned to one of three treatments: Animated handwritten, animated typewritten, or static typewritten. Each group watched a different version of a five-segment, twelve-minute multimedia lesson about cryptography. Lessons differed only in the visual text display format and contained identical narration and content. Results indicated that multimedia with animated handwritten text produced strong social cues motivating learners. Participants who viewed the animated handwriting reported significantly greater social agency attitudes toward the learning experience than with static typewritten text. They perceived the narrator’s voice as more dynamic with animated handwriting when compared to static, even though the voice was identical. They also reported more attention to the lesson and materials with animated handwriting than either animated typewritten or static typewritten. These motivational gains are accomplished without introducing extraneous cognitive load or negatively impacting learning outcomes. Significant findings from this research demonstrated that animated handwritten text is more than just a signaling strategy. The combination of text being hand-drawn and appearing as if a real person is writing it in real time adds a powerful social cue. Results of this study demonstrate that using animated handwriting in multimedia video lessons is an effective way to increase motivation through social cues that can be accomplished without requiring expansive technical knowledge, expensive equipment or extensive time investments

Gli effetti degli investimenti in tecnologie digitali nelle scuole del Mezzogiorno

Il volume raccoglie i risultati di un’indagine valutativa sugli investimenti della politica regionale in tecnologie digitali nelle scuole del Sud Italia, nel settennio 2007-2013. L’obiettivo era quello di capire cosa hanno fatto le scuole con le tecnologie di cui si sono dotate, di stimare gli effetti che ha avuto questa politica sui livelli di apprendimento e di fare emergere i contesti in cui le tecnologie sono state meglio utilizzate e sfruttate. Il gruppo di ricerca ha utilizzato tre tecniche per raccogliere dati utili per rispondere a queste domande: una survey su un vasto campione di insegnanti, delle visite a 48 istituti scolastici selezionati in modo casuale ma rappresentativi di diverse aree geografiche e tipologie di scuola, e un’analisi statistica sul rapporto tra incremento della dotazione tecnologica delle scuole e le performance di apprendimento degli alunni. L’indagine rileva che l’utilizzo delle tecnologie dell'informazione e della comunicazione (TIC) è ancora un’attività prevalentemente discontinua: solo una piccola parte dei docenti ne fa un uso abituale, e diversi problemi di ordine pratico e organizzativo ostacolano l’impiego dei nuovi strumenti o servizi digitali. Inoltre, in accordo con molta letteratura, l’indagine non rileva un effetto positivo della presenza delle tecnologie nelle scuole sui livelli di apprendimento medi degli alunni. Tuttavia, si identificano svariati casi di buon utilizzo delle tecnologie, dove esse paiono contribuire positivamente all’inclusione degli studenti e all’aumento della loro motivazione, oltre che allo sviluppo del loro livello di competenza digitale. Vengono identificati, inoltre, i maggiori ostacoli al pieno utilizzo delle TIC e le soluzioni creative messe in campo da docenti e dirigenti. Nelle conclusioni, gli autori invocano la necessità di scindere la promozione dell’uso scolastico delle TIC dagli obiettivi di miglioramento dei livelli di apprendimento nelle principali discipline curriculari. Più che favorire l’assimilazione di queste, le tecnologie appaiono adatte a coinvolgere gli studenti con difficoltà e a sostenere lo sviluppo della competenza digitale critica, vista come obiettivo di apprendimento a sé stante, anche in accordo con le linee guida ministeriali. Inoltre, dal rapporto emerge che l’introduzione graduale e sequenziale delle TIC, lungo alcuni snodi successivi, è una via più appropriata da percorrere per le politiche di introduzione del digitale nelle scuole rispetto all’inserimento, in una sola fase, di svariate infrastrutture e servizi in contesti scolastici in cui non vi è ancora il livello minimo di digitalizzazione