An examination of gender and situational interest in multimedia learning environments

Dousay, Tonia A.; Trujillo, Natasha P.

doi:10.1111/bjet.12610

Cited by 28 publications

(20 citation statements)

References 54 publications

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“…53 Gender-related differences have also been reported in the preferences for the design of multimedia tools. 54 Addressing all students with their individual personalities, learning strategies, prior knowledge, and other personal characteristics demands therefore an individualization and differentiation of learning. 55 The implementation of online material and videos as additional teaching methods in the laboratory course is one step toward this goal in teaching chemistry.…”

Section: Student Diversity and Online Mediamentioning

confidence: 99%

Student Individuality Impacts Use and Benefits of an Online Video Library for the Organic Chemistry Laboratory

Pölloth¹,

Schwarzer²,

Zipse³

2019

J. Chem. Educ.

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An online video library comprising three different types of videos was used intensively by bachelor-level students before and throughout an introductory organic chemistry laboratory course, when presented and assigned to the experiments appropriately. An empirical study (N = 103) revealed that the utilization of videos and preferences for video types depend crucially on individual student characteristics, such as gender, study course, intrinsic motivation, and the self-perception of conscientiousness. Student assessment of the video library, a positive impact on students’ self-concept of ability, and an increase of knowledge in know-how tests on laboratory techniques of up to 100% indicate the benefits of the online video library on students’ cognitive, affective, and psychomotor learning in a laboratory course.

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Section: Student Diversity and Online Mediamentioning

confidence: 99%

Student Individuality Impacts Use and Benefits of an Online Video Library for the Organic Chemistry Laboratory

Pölloth¹,

Schwarzer²,

Zipse³

2019

J. Chem. Educ.

View full text Add to dashboard Cite

show abstract

“…Likert-like statements included a continuum of agreement to experiencing barriers such as non-academic commitments, financial constraints, and preference for a traditional learning environment. We assessed student interest and engagement using the Situational Interest Survey for Multimedia (SIS-M) (Dousay, 2016;Dousay and Trujillo, 2019). Survey questions targeting geospatial skill development took advantage of interactive Qualtrics question types, including heat maps, rank and order, and dragand-drop matching.…”

Section: Discussionmentioning

confidence: 99%

Pandemic Minecrafting: an analysis of the perceptions of and lessons learned from a gamified virtual geology field camp

et al. 2021

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Abstract. To mimic the 3D geospatial components of geologic mapping usually spotlighted by field camp, we developed a virtual course based in the sandbox video game Minecraft. Paired with audio/video conferencing and real data, students practiced measuring strike and dip, orienteering with a compass, matching landscape features with topographic maps, and tracing geologic contacts within the team structure typically employed in field camp. Open-source programs and tutorials freely available online assisted with constructing the Minecraft worlds. Assignments were aligned to the nine learning outcomes established for geology field camps by the National Association of Geology Teachers (NAGT). A pre-survey and post-survey quantified students' learning of the subject matter as well as perceptions towards Minecraft and online learning. We also held feedback sessions and conducted in-class, live observations to classify students' reactions and experiences during virtual activities. Overwhelmingly, students indicated they would have preferred an in-person field camp, yet they considered the Minecraft assignments exciting, important, interesting, and valuable. Regardless of perceived barriers, scores on subject matter questions increased from the pre- to the post-survey. Finally, observations illustrated how students' experiences in a virtual field camp recreated comparable components that students experience during an in-person field camp (e.g., students discussing career pathways, geological skills, and fostering interpersonal relationships). Because this virtual course achieved the curricular goals as well as the non-curricular goals and was relatively easy to construct, we recommend the usage of Minecraft for virtual geology courses in the future.

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“…Open-ended questions and related Likert-like 245 statements assessed students' perceptions of barriers. We assessed student interest and engagement using the Situational Interest Survey for Multimedia (SIS-M) (Dousay, 2016;Dousay & Trujillo, 2019). Survey questions targeting geospatial skill https://doi.org/10.5194/gc-2021-11 Preprint.…”

Section: Discussionmentioning

confidence: 99%

Pandemic Minecrafting: An Analysis of the Perceptions of and Lessons Learned from a Gamified Virtual Geology Field Camp

Rader¹,

Love²,

Reano³

et al. 2021

Preprint

Self Cite

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Abstract. To mimic the 3-D geospatial components of geologic mapping usually spotlighted by field camp, we developed a virtual course based in the sandbox videogame Minecraft. Paired with audio/video conferencing and real data, students practiced measuring strike and dip, orienteering with a compass, matching landscape features with topographic maps, and tracing geologic contacts within the team structure typically employed in field camp. Open-source programs and tutorials freely available online assisted with constructing the Minecraft worlds. Assignments were aligned to the nine learning outcomes established for geology field camps by the National Association of Geology Teachers (NAGT). A pre- and post-survey quantified students’ learning of the subject matter as well as perceptions towards Minecraft and online learning. We also held feedback sessions and conducted in-class, live observations to classify students’ reactions and experiences during virtual activities. Overwhelmingly, students indicated they would have preferred an in-person field camp, yet considered the Minecraft assignments exciting, important, interesting, and valuable. Regardless of perceived barriers, scores on subject matter questions increased from the pre- to the post-survey. Finally, observations illustrated how students’ experience in a virtual field camp recreated comparable components that students experience during an in-person field camp (e.g., students discussing career pathways, geological skills, and fostering interpersonal relationships). Because this virtual course achieved the curricular goals as well as the non-curricular goals and was relatively easy to construct, we recommend the usage of Minecraft for virtual geology courses in the future.

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An examination of gender and situational interest in multimedia learning environments

Cited by 28 publications

References 54 publications

Student Individuality Impacts Use and Benefits of an Online Video Library for the Organic Chemistry Laboratory

Student Individuality Impacts Use and Benefits of an Online Video Library for the Organic Chemistry Laboratory

Pandemic Minecrafting: an analysis of the perceptions of and lessons learned from a gamified virtual geology field camp

Pandemic Minecrafting: An Analysis of the Perceptions of and Lessons Learned from a Gamified Virtual Geology Field Camp

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