Interplay of prior knowledge, self‐regulation and motivation in complex multimedia learning environments

Song, Hyuksoon S.; Kalet, Adina; Plass, Jan L.

doi:10.1111/jcal.12117

Cited by 86 publications

(55 citation statements)

References 104 publications

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“…These materials, when developed carefully via research in education, can provide scaffolding support to a variety of students. In order to make the self-study tools effective, educators often consider the user characteristics in the upper-right quadrant [48][49][50][51][52][53][54][55]. The various models of learning lead to similar conclusions about how to connect user characteristics with the characteristics of the selfstudy tools (i.e., how to connect Factors I and II).…”

Section: Factors Which Promote Self-regulated Learning Affordances Comentioning

confidence: 99%

Challenge of engaging all students via self-paced interactive electronic learning tutorials for introductory physics

DeVore

Marshman

Singh

2017

Phys. Rev. Phys. Educ. Res.

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As research-based self-paced e-learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we discuss the effectiveness of research-based e-learning tutorials as self-paced learning tools in large enrollment brick and mortar introductory physics courses. These interactive tutorials were developed via research in physics education and were found to be effective for a diverse group of introductory physics students in one-on-one implementation. Instructors encouraged the use of these selfpaced tools in a self-paced learning environment by telling students that they would be helpful for solving the assigned homework problems and that the underlying physics principles in the tutorial problems would be similar to those in the inclass quizzes (which we call paired problems). We find that many students, who struggled in the courses in which these adaptive e-learning tutorials were assigned as a self-study tool, performed poorly on the paired problems. In contrast, a majority of student volunteers in one-on-one implementation greatly benefited from the tutorials and performed well on the paired problems. The significantly lower overall performance on paired problems administered as an in-class quiz compared to the performance of student volunteers who used the research-based tutorials in one-on-one implementation suggests that many students enrolled in introductory physics courses did not effectively engage with the self-paced tutorials outside of class and may have only used them superficially. The findings suggest that many students in need of out-of-class remediation via self-paced learning tools may have difficulty motivating themselves and may lack the self-regulation and time-management skills to engage effectively with tools specially designed to help them learn at their own pace. We conclude by proposing a theoretical framework to help students with diverse prior preparations engage effectively with self-study tools.

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Section: Factors Which Promote Self-regulated Learning Affordances Comentioning

confidence: 99%

Challenge of engaging all students via self-paced interactive electronic learning tutorials for introductory physics

DeVore

Marshman

Singh

2017

Phys. Rev. Phys. Educ. Res.

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“…An increasing amount of research highlights the benefits of learning online through multimedia design (Mayer, 2014;Song, Kalet, & Plass, 2016), including engagement in the learning process through interactivity and flexibility (Anderson, 2008;Croxton, 2014), addressing multiple modalities and motivation (Mayer & Estrella, 2014;Park & Lim, 2007) and increasing attention and processing of information (Paas & Sweller, 2014;Park, Flowerday, & Br€ unken, 2015). However, less research has been conducted on intrinsic learner factors that contribute to optimal design and applications of multimedia.…”

Section: Introductionmentioning

confidence: 99%

An examination of gender and situational interest in multimedia learning environments

Dousay¹,

Trujillo²

2018

Brit J Educational Tech

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Existing research highlights conflicting results attempting to capture gender preferences with respect to unimodal versus multimodal designs in online learning. As online learning continues to expand, more research examining the role of gender in multimedia design holds considerable potential. However, the presence of multimedia in online learning contexts presents a more complex problem when taking into consideration the concept of learner interest. The current study sought to investigate gender differences in situational interest (SI) with respect to three different but related designs of an online, multimedia learning environment for continuing, professional education in emergency medical services. The content in these designs was identical, but applied different combinations of the redundancy and modality multimedia principles. A two‐way analysis of variance was used to examine the types of SI by gender and type of multimedia design. While no significant difference or interaction effect was identified between gender and triggered SI, an interaction effect was observed for females and the different multimedia designs. Specifically, females reported a higher maintained SI when animation, narration and text were effectively combined. The findings of this study provide insight into best practices for instructional and media designers developing multimedia learning environments as well as future research implications.

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“…Song et al, 2016 argumentan que el material con recursos educativos de tipo multimedia ayuda a los estudiantes a desarrollar una comprensión más completa de los contenidos de aprendizaje complejos, lo cual se ve reflejado en su rendimiento académico. Con la información de los autores mencionados se puede apreciar la importancia de las TIC en la educación, específicamente en la creación de material multimedia para facilitar los entornos académicos.…”

Section: Introductionunclassified

Factores Tecnológicos que Influyen en la Obtención de una Beca

Jiménez-García

Tavera-Cortés

2018

Form. Univ.

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ResumenEl objetivo de este es analizar el impacto de factores académicos y tecnológicos que influyen en la obtención de una beca en estudiantes de nivel superior. El Banco Mundial y el Plan Nacional de Desarrollo en México 2013-2018 indican que se deben de fomentar las habilidades de las Tecnologías de Información y Comunicación en la educación para generar un mayor ingreso. Se realizó un modelo de regresión logística con datos de 1182 alumnos, usando las siguientes variables: endógena (beca) y como variables exógenas: (semestre y herramientas informáticas). Se encontró que el uso del software Haiku Deck y la participación en las redes sociales aumentan la probabilidad de obtener una beca. Se concluye que en las universidades se debe usar software con material multimedia y se capacite a los docentes para fomentar un mayor uso de las redes sociales en la educación. Palabras clave: becas de estudio; redes sociales; educación superior; posgrado Technological Factors that Influence the Obtaining a Scholarship AbstractThe objective of this work is to analyze the impact of academic and technological factors that influence the obtaining of a scholarship for students of higher education. The World Bank and the National Development Plan for Mexico 2013-2018 indicate that Information and Communication Technology skills in education should be encouraged to generate higher income. A logistic regression model with data of 1182 students was carried out. The variables are: endogenous (scholarship) and exogenous variables: (semester and computer tools). The results found indicate that the use of Haiku Deck software and participation in social networks increase the probability of obtaining a scholarship. It is concluded that that use of multimedia software in the universities must be promoted and teachers should be trained to encourage greater use of social networks in education.

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Interplay of prior knowledge, self‐regulation and motivation in complex multimedia learning environments

Cited by 86 publications

References 104 publications

Challenge of engaging all students via self-paced interactive electronic learning tutorials for introductory physics

Challenge of engaging all students via self-paced interactive electronic learning tutorials for introductory physics

An examination of gender and situational interest in multimedia learning environments

Factores Tecnológicos que Influyen en la Obtención de una Beca

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