Learning performance and behavioral patterns of online collaborative learning: Impact of cognitive load and affordances of different multimedia

Wang, Cixiao; Fang, Ting; Gu, Yinxuan

doi:10.1016/j.compedu.2019.103683

Cited by 112 publications

(68 citation statements)

References 37 publications

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“…From the systematic review, it was found that the questionnaire administration approach also varied. The data collection could be face-to-face interview (Al-Hariri and Al-Hattami, 2017; Barzegar et al, 2012;Chen and Xia, 2012), or online survey (Armenteros et al, 2013;Wang et al, 2020).…”

Section: Evaluation Methodologiesmentioning

confidence: 99%

Multimedia tools in the teaching and learning processes: A systematic review

Abdulrahaman

Фарук

Oloyede

et al. 2020

Heliyon

289

109

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Access to quality education is still a major bottleneck in developing countries. Efforts at opening the access to a large majority of citizens in developing nations have explored different strategies including the use of multimedia technology. This paper provides a systematic review of different multimedia tools in the teaching and learning processes with a view to examining how multimedia technologies have proven to be a veritable strategy for bridging the gap in the provision of unrestricted access to quality education and improved learners' performance. The review process includes conducting an extensive search of relevant scientific literature, selection of relevant studies using a predetermined inclusion criteria, literature analysis, and synthesis of the findings of the various studies that have investigated how multimedia have been used for learning and teaching processes. The review examines various case study reports of multimedia tools, their success and limiting factors, application areas, evaluation methodologies, technology components, and age groups targeted by the tools. Future research directions are also provided. Apart from text and images, existing tools were found to have multimedia components such as audio, video, animation and 3-D. The study concluded that the majority of the multimedia solutions deployed for teaching and learning target the solution to the pedagogical content of the subject of interest and the user audience of the solution while the success of the different multimedia tools that have been used on the various target groups and subjects can be attributed to the technologies and components embedded in their development.

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Section: Evaluation Methodologiesmentioning

confidence: 99%

Multimedia tools in the teaching and learning processes: A systematic review

Abdulrahaman

Фарук

Oloyede

et al. 2020

Heliyon

289

109

View full text Add to dashboard Cite

show abstract

“…Therefore, this study develops a multidimensional repertory grid‐based educational game (MDRG game), aiming to enable students to better acquire knowledge and structure learned concepts as well as motivating them to conduct higher order thinking. In addition to using test scores to measure students’ learning achievements, previous research mostly used self‐reported questionnaires to analyze students’ learning motivation, self‐efficacy, metacognition awareness and cognitive load (Chu & Chang, 2014; Sun‐Lin & Chiou, 2017; Wang, Fang, & Gu, 2020; Wang & Zheng, 2020). Accordingly, in this study, the pre‐ and posttest were applied to examine students’ learning achievements and self‐reported questionnaires were used to measure students’ learning motivation, self‐efficacy and metacognition awareness before and after the learning activity.…”

Section: Introductionmentioning

confidence: 99%

A multidimensional repertory grid as a graphic organizer for implementing digital games to promote students’ learning performances and behaviors

Hwang¹,

Chien²,

Li³

2020

Brit J Educational Tech

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Digital game‐based learning (DGBL) is a frequently adopted mode for facilitating teaching and learning, where learners are immersed in game contexts to engage in gameplay and to construct meaningful knowledge. However, without guidance, students might have difficulties organizing what they have experienced in gaming contexts. Thus, in this research, a multidimensional repertory grid (MDRG) approach was proposed, and a digital game was implemented accordingly. Moreover, an experiment was executed in a geography course to examine the effectiveness of the strategy. A total of 83 high school students (15.5 years old on average) participated in the experiment. The experimental group learned with the multidimensional repertory grid‐based educational game, while the control group learned with the conventional gaming mode. The analysis results revealed that the experimental group had better learning achievement as well as higher learning motivation, self‐efficacy and metacognition awareness. In addition, the behavioral analysis and interview results revealed that those learning with the proposed strategy had a greater tendency to promote higher order thinking. Accordingly, the limitations and suggestions for future research are provided. What is already known about this topic Digital game‐based learning is an effective teaching approach that enables learners to effectively acquire knowledge in joyful contexts, hence enhancing their learning achievement and learning motivation. Suitable strategies should be embedded in games to enable students to have a higher level of thinking ability and to improve their academic performance. In view of guiding students to observe from multi‐dimensional perspectives, a repertory grid is believed to be a suitable tool since it enables students to observe different learning objects according to different aspects and elements. What this paper adds A multi‐dimensional repertory grid‐based educational game (MDRG game) was developed to facilitate students’ learning achievement, learning motivation, and self‐efficacy as well as their metacognition awareness. In addition to promoting students’ learning outcomes, students’ learning behavioral transition diagrams were presented and interview results were analyzed in this study. Implications for practice and/or policy Traditional graphs or tables could help students memorize and understand features of learning objects; however, it is not easy to promote students’ higher order thinking skills of making comparisons and reflections from multiple dimensions. The multi‐dimensional repertory grid‐based feedback provides students with systematically organized information to make comparisons and reflections, which furthermore enhances students’ higher order thinking competences. Embedding suitable strategies (e.g., multi‐dimensional repertory grid‐based feedback) in games can effectively improve students’ learning performance without increasing their cognitive load.

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“…Innovative online learning can be read on [1], the effectiveness of online learning [2], [3] and efficiency and effectiveness of online learning [4] and online learning in developing countries [5]. Implementation of online collaborative [6], online assessment [7], mobile learning applications for android [8] and model assessment in online courses [9].…”

Section: Introductionmentioning

confidence: 99%

An Integration of "Online Interactive Apps" for Learning Application of Graph Theory to Enhance Creative Problem Solving of Mathematics Students

Wahyuningsih

Satyananda

Qohar

et al. 2020

Int. J. Interact. Mob. Technol.

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An Integration of “Online Interactive Apps” for learning can be a disruptive learning innovation in higher education. The material of the application of graph theory course has application topics in the real world. How students use the application can be used as a measure of creative problem solving. Mixed method was used in the study. The first phase of the study used one group non-randomized design pre-test and post-test. Participants were students who took courses in the application of graph theory. The second phase of the study involved an exploration of creative problem solving performance through qualitative interviews. Analysis of problem solving skills with creative problem solving instruments adapted from the CPS version 6. The average performance of students is very good in exploring data and building acceptance, performance is good in generating ideas and designing processes. Finding from this research is a significant improvement of students' Creative Problem-Solving by integrating learning the application of graph theory with “Online Interactive Apps”. The results obtained that 69% of student opinions strongly agree on learning activity can improve creative problem solving. The implementation of “Online Interactive Apps” can be used as an alternative to disruptive learning innovation in mathematics teaching-learning.

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Learning performance and behavioral patterns of online collaborative learning: Impact of cognitive load and affordances of different multimedia

Cited by 112 publications

References 37 publications

Multimedia tools in the teaching and learning processes: A systematic review

Multimedia tools in the teaching and learning processes: A systematic review

A multidimensional repertory grid as a graphic organizer for implementing digital games to promote students’ learning performances and behaviors

An Integration of "Online Interactive Apps" for Learning Application of Graph Theory to Enhance Creative Problem Solving of Mathematics Students

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