How Should We Evaluate Multimedia Learning Environments?

Ainsworth, Shaaron

doi:10.1007/978-0-387-73337-1_13

Cited by 23 publications

(13 citation statements)

References 38 publications

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“…Additionally, H€ offler and Leutner (2007) presented inconclusive results of this moderator factor due to its confounded effect with the level of realism. Building on Ainsworth's (2008aAinsworth's ( , 2008b view, one way to solve this issue is to consider the expressive form of representation. Subsequently, the functions of the animation could be categorized in terms of the abstraction quality of the visual representation dimension, as proposed by Ploetzner and Lowe (2012) in their animation's characterization.…”

Section: Factors Related To the Instructional Materialsmentioning

confidence: 99%

“…Instructional domains cannot be isolated from the educational objectives, nor from the required tasks, level of abstraction, type of knowledge and cognitive processing, which all vary as widely within domains as between them. Following Ainsworth's (2008b), the research should search for a better "differentiat [ion] between learners understanding of representations and the way they encode domain" (p. 7).…”

Section: How Does the Animation Effect Vary According To The Instructmentioning

confidence: 99%

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Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

278

159

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Section: Factors Related To the Instructional Materialsmentioning

confidence: 99%

Section: How Does the Animation Effect Vary According To The Instructmentioning

confidence: 99%

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

278

159

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“…The results only go as far as revealing what humancomputer interactions could be responsible for improved learning in this context, and that conceptual understanding of binding is compromised when visual working memory loads are high. However, Ainsworth (2008) suggests that what modality-specific theories often ignore is the relationship between limited capacity and the "constructivist nature of human cognition", in that other factors such as individual preferences, attitude and previous experience can all influence the construction of knowledge from multimodal platforms.…”

Section: Implications Of Cognitive Theory For Explaining Learning Witmentioning

confidence: 99%

Exploring relationships between students’ interaction and learning with a haptic virtual biomolecular model

Schönborn

Bivall

Tibell

2011

Computers & Education

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Twenty students assigned to a haptics (experimental) or no-haptics (control) condition performed a "docking" task where users sought the most favourable position between a ligand and protein molecule, while students' interactions with the model were logged. Improvement in students' understanding of biomolecular binding was previously measured by comparing written responses to a target conceptual question before and after interaction with the model. A log-profiling tool visualized students' movement of the ligand molecule during the docking task. Multivariate parallel coordinate analyses explored any relationships in the entire student data set. The haptics group produced a tighter constellation of collected final docked ligand positions in comparison with no-haptics students, coupled to docking profiles that depicted a more fine-tuned ligand traversal. Students in the no-haptics condition employed double the amount of interactive behaviours concerned with switching between different visual chemical representations offered by the model. In the no-haptics group, this visually intense processing was synonymous with erroneously 'fitting' the ligand closer distances to the protein surface. Students who showed higher learning gains tended to engage fewer visual representational switches, and were from the haptics group, while students with a higher spatial ability also engaged fewer visual representational switches, irrespective of assigned condition. From an information-processing standpoint, visual and haptic coordination may offload the visual pathway by placing less strain on visual working memory. From an embodied cognition perspective, visual and tactile sensorimotor interactions in the macroworld may provide access to constructing knowledge about submicroscopic phenomena. The results have cognitive and practical implications for the use of multimodal virtual reality technologies in educational contexts.

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“…The paper questions what we really know about the impact from multimedia environments on information processing and learning. It points at that multiple representational learning environments creates different framings for learning and in the worst cases, they are not just neutral but can even impede learning (Moreno & Mayer 2000;Ainsworth, 2008). Consequently, the question ought to change from the simplistic 'Is multiple representational technology an effective learning environment?'…”

Section: A Socio-cultural Perspective -Implications For An Inquiry Ofmentioning

confidence: 99%

Visual Storytelling Interacting in School : Learning Conditions in the Social Science Classroom

Stenliden¹

2014

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How Should We Evaluate Multimedia Learning Environments?

Cited by 23 publications

References 38 publications

Does animation enhance learning? A meta-analysis

Does animation enhance learning? A meta-analysis

Exploring relationships between students’ interaction and learning with a haptic virtual biomolecular model

Visual Storytelling Interacting in School : Learning Conditions in the Social Science Classroom

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