The Effects of Time-compression and Learner-control in Multimedia Instruction

There is a significant gap in the body of knowledge concerning time-compressed multimedia instruction. Although research indicates that there is no loss in learning through well-designed multimedia instruction compressed at 25%, research is lacking that analyzes the effects of time-compression with learner-control included in the multimedia instruction. The aim of the study was to address this gap in the research by integrating learner-control into the interface of a time-compressed multimedia instructional lesson using similar methodologies from previous research. Effects were analyzed of time-compressed learner-controlled multimedia instruction on learning and perceived cognitive load. Additionally, the researcher employed a participant population from a corporate environment to increase the generalizability of the results. The researcher investigated two hypotheses concerning the differences in effects between a treatment group that used multimedia instruction featuring learner-control over two pre-determined compression speeds (0% and 25%) and a control group with no time-compression. The primary results of the study were that there was no significant difference in either learning or perceived cognitive load between the treatment and control group. Also, another noteworthy result was that only one-fifth of the participants in the treatment group (n=7) altered the compression speed during the presentation. One implication of these results is that learners might want more compression speed options during a presentation. Another implication is that learners might choose to use time-compression during a multimedia presentation if there was more information provided to the learner concerning what time-compression is and how it affects learning. Recommendations for future research include investigating the implications of this study and expanding the types of populations that are sampled for time-compressed multimedia research. Overall, both industry and academia must commit to aiding in the research of time-compression technology if its benefits and hindrances are ever to be fully explored

A Makeover for the Captured Lecture: Applying Multimedia Learning Principles to Lecture Video

Making video recordings of large classroom lectures and putting them online is increasingly common in distance and blended learning courses. However, the best way to use lecture video is not well understood. Using long streams of one-way communication is not consistent with best practices in online learning. During lectures, students assume a largely passive role. They think faster than instructors speak, so boredom and daydreaming are common. Yet, when complex or novel ideas are presented, students may have inadequate time to encode, organize, and integrate the input with prior experience. Especially for students with low prior knowledge of the subject being discussed, the lecture is a cognitive and affective roller coaster ride that works at cross purposes with learning. Viewing a lecture that was recorded at an earlier time adds the element of temporal distance from the learning event, and changes the student’s role from participant to spectator. The present study investigated whether learning could be increased and perceptions of difficulty reduced when a captured lecture received a “makeover” before being put online. The makeover consisted of 1) editing the lecture video in accordance with the cognitive theory of multimedia learning; 2) processing the video using best practices for audio/video production; and 3) increasing the video playback speed. The research design for the study was quasiexperimental. The independent variable was captured lecture form (edited or unedited). The dependent variables were learning results for recognition and recall, and perceptions of difficulty. Data analysis employed independent-samples t-tests, multivariate analysis of variance (MANOVA), and repeated-measures MANOVA. Conclusions were that the editing protocol made no significant difference in learning gains for recognition or recall, and did not significantly affect perceptions of difficulty. However, editing did result in a 39% reduction in the length of the lecture, raising the possibility that such a makeover might allow for faster learning when lecture video is used

Time-Compressed Audio on Attention, Meditation, Cognitive Load, and Learning

[[abstract]]This study examined how three auditory lectures delivered at different speeds – normal (1.0x), fast (1.5x) and very fast (3.0x) speeds – affected the graduate students’ attention, cognitive load, and learning that were assessed by pre- and post-comprehension tests, cognitive-load questionnaire, and Electroencephalography (EEG) device. The results showed that there was no significant difference in the students’ attention, cognitive load, and learning performance between the normal (1.0x) and 1.5x speed. However, when the auditory lecture speed reached three times of its original speed (3.0x), the students’ comprehension scores were significantly lower both in the immediate and (one-week) delayed recall tests, than those in the other two speed conditions. When listening to the lecture at the 3.0x speed, the learners had a higher level of attention and cognitive load. The study provided insights for teaching, instructional design, and learning.[[notice]]補正完

Master of Science

thesisThe current study utilized a meta-analysis review to investigate the sensitivity of several cognitive load measures. Specifically, the study examined whether self-rating, single-task performance, dual-task performance, eye-track, or physiological measures are most sensitive to changes in cognitive load. Additionally, the sensitivity of load measures was analyzed in relation to several variables such as age, research design, and learning content. After the initial search, 224 publications were identified and coded for inclusion in the meta-analysis. A random-effects model was employed, and the results demonstrated that cognitive load sensitivity varied by measure type. The load sensitivity among the study characteristics of age, content area, and research design also varied corresponding to specific cognitive load measure types. The number of self-rating items used to assess cognitive load did not significantly vary between single item and multiple item scales. Lastly, cognitive load sensitivity did not vary significantly among the measures in relation to peak and overall load. The last result may be biased by a small sample size of peak measures (n = 8)

Interactive Multimedia Learning On Health Care Among Lebanese Women: An Exploratory Study

Multimedia learning greatly enhanced the learning outcome and experience of learners exposed to it. The proposed study will explore the usefulness of multimedia learning software devised to educate Lebanese pregnant women who have a low level of formal education about pregnancy and early infant care. The study will be based on the media richness theory. It is expected that through media rich programs, communication of information is facilitated, promoting the resolving of indecisiveness and ambiguity that stems out of the lack of knowledge or information about a given a subject and the inability to convey a meaning of what is being said respectively

The interrupted learner: How distractions during live and video lectures influence learning outcomes

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/144697/1/ase1754_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/144697/2/ase1754.pd

The Effects of Seductive Details in an Inflatable Planetarium

Astronomy is becoming a forgotten science, which is evident by its relatively low enrollment figures compared to biology, chemistry, and physics. A portable inflatable planetarium brings relevance back to astronomy and offers support to students and educators by simulating realistic astronomical environments. This study sought to determine if learning is improved in an inflatable planetarium by adhering to the design principles of the cognitive theory of multimedia learning (CTML), specifically the coherence principle, in an authentic classroom. Two groups of 5th grade students of similar ability were purposefully assigned using a 1-teacher-to-many-students format with mean lesson lengths of 34 minutes. The experimental group was differentiated with seductive details, defined as interesting but irrelevant facts that can distract learning. The control group ( n = 28), with seductive details excluded, outperformed the experimental group (n = 28), validating the coherence principle and producing a Cohen\u27s effect size of medium practical significance (d = 0.4). These findings suggest that CTML, when applied to planetarium instruction, does increase student learning and that seductive details do have a negative effect on learning. An adult training project was created to instruct educators on the benefits of CTML in astronomy education. This study leads to positive social change by highlighting astronomy education while providing educators with design principles of CTML in authentic settings to maximize learning, aid in the creation of digital media (astronomical simulations/instructional lessons for planetariums) and provide valuable training for owners of inflatable planetariums with the eventual goal of increasing student enrollment of astronomy courses at the local level

Self-Regulation and Cognitive Load as Mediating Factors for Tailored Interactive Multimedia Instruction

The primary purpose of this dissertation was to explore whether self-regulation or cognitive load have mediating effects on both learning experiences and learning effectiveness in tailored versus non-tailored interactive multimedia instructional (IMI) training. Although, there is a plethora of literature looking at the impact of cognitive load in IMI (Clark, 2008; Mayer, 2005; Mayer, 2008; Mayer, Griffith, Jurkowitz, & Rothman, 2008; Sweller, 2011) or looking at self-regulation (Pintrich, 2000a, 2000b; Schunk, Meece, & Pintrich, 2012; Zimmerman et al., 2000) separately, there is limited literature that looks at self-regulation and cognitive load in tailored IMI instruction, and even less literature examining these variables within the military population. Participants were soldiers both junior and senior in their military career attending a leadership based course at two different Army installations. Several measures were used to collect data both prior to (MSLQ, demographics, pretest) and after (learning experiences survey, NASA-TLX, posttest) soldiers engaged in the IMI training. Data analysis involved the use of quantitative statistical procedures to test levels of significance, along with the magnitude of relationships between the different variables. Results indicate that individuals who came into the training with self-regulation skills tended to score better on the pretest but by the time they reached the posttest these differences did not appear to have a significant impact on learning. Additionally, self-regulation and cognitive load appeared to have different effects on participants depending on their learning experiences and career experience