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 effects of one-to-one computing for students with disabilities in an inclusive language arts class

Technology has become increasingly prominent in schools. The purpose of this study was to examine the integration of technology with students with disabilities, particularly the use of one-to-one computing when used in inclusive classrooms. This study took a qualitative approach exploring how one teacher integrated one-to-one computing into her curriculum and how students with disabilities perceived that integration. The nine week study took place in a rural, Midwest, eighth grade inclusive language arts classroom. The general education language arts teacher and two students who received special education services were participants in the study. Data were collected from teacher interviews, student interviews, transcripts of classroom activities, observational field notes, and document analysis. The data analysis resulted in 11 themes in response to the three research questions. The results suggested that this teacher used a variety of resources while integrating one-to-one laptops to engage her students. The students specifically described the teacher as a role model on how to use new technological applications for academic purposes such as completing and submitting assignments electronically. The findings from teacher and student data revealed perceived learning benefits and barriers of using one-to-one computing. One significant benefit of one-to-one computing was how it assisted the teacher\u27s integration of 21st century skills in the curriculum. This integration of one-to-one laptops leveled the playing field for students with disabilities by increasing access, promoting social benefits, and practicing the content at their level. Students in this study experienced learning benefits as their student responsibilities changed. Despite some barriers to one-to-one implementation, students\u27 preference would be to continue to learn with one-to-one laptops rather than going back to traditional methods of receiving instruction. Several recommendations to increase the integration of technology were suggested. Recommendations included structured professional development such as technology training, differentiated instruction, and constructivist teaching, additional time for peer collaboration, becoming familiar with students\u27 IEPs, and sharing district goals for one-to-one computing. Suggestions for future research consisted of comparing first to third year one-to-one implementation for students with disabilities, differences in technology integration between novice and experienced teachers, and the effects of gaming for students with disabilities

Course Catalog 2014-2015

2014-2015 Course Catalo

Calendar 2001-2002

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Course Catalog 2013-2014

2013-2014 Course Catalo