Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content

Stelzer, T.; Gladding, G.; Mestre, José P.; Brookes, David T.

doi:10.1119/1.3028204

Cited by 118 publications

(99 citation statements)

References 18 publications

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“…Multiple representations can be introduced in both lectures and textbooks, with textbooks limited primarily to a single mode of delivery. With respect to textbook reading, there is also significant practical concern about whether or not students are using it as a learning tool at all in physics courses [2,3]. Furthermore, there is a long history of research findings that show the traditional physics lecture is ineffective, with more recently developed classroom-based active engagement reformed pedagogies demonstrating significant gains in student learning, possibly partially due to the increased focus on multiple representations incorporated within these pedagogies.…”

Section: Multimedia Learning Modulesmentioning

confidence: 99%

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Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

Moore

2018

Education Sciences

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Abstract:We have investigated the efficacy of on-line, multimedia learning modules (MLMs) as preparation for in-class, lecture-based tutorials in electromagnetism in a physics course for natural science majors (biology and marine science). Specifically, we report the results of a multiple-group pre/post-test research design comparing two groups receiving different treatments with respect to activities preceding participation in Tutorials in Introductory Physics. The different pre-tutorial activities were as follows: (1) students were assigned reading from a traditional textbook, followed by a traditional lecture; and (2) students completed on-line MLMs developed by the Physics Education Research Group at the University of Illinois at Urbana Champaign (UIUC), and commercially known as FlipItPhysics. The MLM treatment group earned significantly higher mid-term examination scores and larger gains in content knowledge as measured by the Conceptual Survey of Electricity and Magnetism (CSEM). Student attitudes towards "reformed" instruction in the form of active-engagement tutorials were also improved. Specifically, post-course surveys showed that MLM-group students believed class time was more effective and the instructor was more clear than reported by non-MLM students, even though there was no significant difference between groups with respect to in-class activities and the same instructor taught both groups. MLM activities can be a highly effective tool for some student populations, especially when student preparation and buy-in are important for realizing significant gains.

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Section: Multimedia Learning Modulesmentioning

confidence: 99%

“…As a result, it is not surprising that few students prepare for class in this way, even when specifically required to do so by the instructor [2,3]. Effective reformed pedagogies in physics often require some degree of student preparation pre-class.…”

Section: Introductionmentioning

confidence: 99%

Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

Moore

2018

Education Sciences

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“…Mayer and Moreno give many ways to reduce cognitive load in a multimedia environment, such as moving information from the visual to the auditory channel and avoiding redundancy between printed and spoken words [16]. Multimedia learning modules have been shown to be more effective than textbooks in introducing new materials to students, regardless of student background or ability [17,18].…”

Section: Introductionmentioning

confidence: 99%

Narrated animated solution videos in a mastery setting

Schroeder

Gladding

Gutmann

et al. 2015

Phys. Rev. ST Phys. Educ. Res.

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Narrated animated solution videos were implemented in a clinical study that compared a mastery setting that employed repeated cycles of testing with instructional support to a group that had a single opportunity to experience the materials. The mastery setting students attempted sequential questions sets on a topic, with animated solutions between each set, until mastery was achieved, combining formative assessment with worked examples. Students showed significant improvement from their first to second tries on similar sets of problems, attributable to the feedback and solutions they were given after the first try. These improvements were shown in two topics, superposition and electric potential. The single try group was given one version of the questions and solutions, and while they were not required to watch the solutions to move forward, they chose to. On a post-test including near and far transfer questions, no significant difference was seen between the mastery group and the single try group, but both significantly outperformed a control group that received no instructional support, indicating that students successfully transferred the skills from the solutions to the post-test.

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“…Worked examples can be designed to reduce cognitive load [18], and as animation technology has progressed, so has research into multimedia content delivery [19,20]. For example, multimedia learning modules have been shown to be more effective than textbooks in introducing new materials [21,22].…”

Section: Introductionmentioning

confidence: 99%

“…We chose to investigate this model of instruction because it integrates many effects that have independently been shown to help students learn, including the worked example effect [15], multimedia learning [21], the testing effect [26], transfer appropriate processing [27], and formative assessment [28]. The narrated animated solutions we use take advantage of the worked example and multimedia learning effects.…”

Section: Introductionmentioning

confidence: 99%

Clinical study of student learning using mastery style versus immediate feedback online activities

Gladding

Gutmann

Schroeder

et al. 2015

Phys. Rev. ST Phys. Educ. Res.

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This paper is part of a series of studies to improve the efficacy of online physics homework activities by integrating narrated animated solutions with mastery inspired exercises. In a clinical study using first-and second-year university students, the mastery group attempted question sets in four levels, with animated solutions between each attempt, until mastery was achieved on each level. This combined elements of formative assessment, the worked example effect, and mastery learning. The homework group attempted questions with immediate feedback and unlimited tries. The two groups took a similar amount of time to complete the activity. The mastery group significantly outperformed the homework group on a free response post-test that required students to show their work in solving near and far transfer problems.

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Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content

Cited by 118 publications

References 18 publications

Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

Narrated animated solution videos in a mastery setting

Clinical study of student learning using mastery style versus immediate feedback online activities

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