The evolution of multimedia sound

Mann, Bruce L.

doi:10.1016/j.compedu.2006.11.002

Cited by 23 publications

(17 citation statements)

References 52 publications

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“…1998). Mann (2008) incorporated this notion in the attentional control theory of multimedia learning, in which he proposes that an underdeveloped phonological loop can result in insufficient mental articulation during listening and reading. Children, therefore, might benefit more from multimedia learning when this message is aided with hints and important visual events to shift the learner's attention.…”

Section: The Modality Effect Tested With Childrenmentioning

confidence: 99%

The modality effect tested in children in a user‐paced multimedia environment

Witteman

Segers

2010

Computer Assisted Learning

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The modality learning effect proposes that learning is enhanced when information is presented in both the visual and the auditory domains (e.g. pictures and spoken information) compared with presenting information solely in the visual channel (e.g. pictures and written text). Most of the evidence for this effect comes from adults in a laboratory setting. Therefore, we tested the modality effect with 80 children in the highest grade of elementary school in a naturalistic setting. In a between-subjects design, the children either saw representational pictures with speech or representational pictures with text. Retention and transfer knowledge was tested at three moments: immediately after the intervention, one day after and after one week. The present study did not find any evidence for a modality effect in children when the lesson was learner-paced. Instead, we found a reversed modality effect directly after the intervention for retention. A reversed modality effect was also found for the transfer questions one day later. This effect was robust, even when controlling for individual differences.

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Section: The Modality Effect Tested With Childrenmentioning

confidence: 99%

The modality effect tested in children in a user‐paced multimedia environment

Witteman

Segers

2010

Computer Assisted Learning

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“…• Voice is an element of the face-to-face phase that can often be replaced by simple text, although it may sometimes be a good idea to strengthen texts with voice. A voice could even be used to transmit tips or warnings that might be overlooked if conveyed using only text and pictures [11]. A voice in the interface is an optional element that can be authoritative but not imposing.…”

Section: The Semi-virtual Classroom Of Contentsmentioning

confidence: 99%

“…These images should not be very different from those appearing in the textbook, which is also present during the distance-learning phase. The teacher's commentary can also be recreated by using text to accompany the pictures, or a voice can be used to give warnings or reinforce the text (Mann, 2008). All items that appear-images, text and voicecan easily be generated and replayed using standard software.…”

Section: The Semi-virtual Classroom Of Contentsmentioning

confidence: 99%

Semi-virtual lectures on physics

Pejuan

Jaén

Bohigas

2009

2009 EAEEIE Annual Conference

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Some years ago, it was believed that the learning process would eventually become mostly virtual. ICT tools were therefore designed with this scenario in mind. Nevertheless, today's learning process is still predominantly face-to-face; at most, we have seen a shift towards blended learning. Today we are in the process of incorporating ICT tools both inside and outside of the classroom. In this paper, we explore how contents-specifically physics contents-can be used optimally either inside or outside of the classroom.

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“…Para entender como a tecnologia vem se inserindo nos processos de ensino-aprendizagem, Kim e Hannafin (2011) estudaram os benefícios notados por alunos e professores. Carle, Jaffee e Miller (2009), Mann (2008) demonstraram que investimentos realizados têm sido voltados à aquisição de tecnologias como estratégia para melhorar a aprendizagem. Cornell (2002), Freiberg e Lamb (2009), Rogers e Freiberg (1994), Nair (2014), Tibúrcio (2005, Kowaltoski (2011), Guidalli (2012) e Huang et al (2012).…”

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Arranjos espaciais e especificações técnicas para ambientes de aprendizagem adequados a práticas educacionais com blended learning

2020

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Resumo Os sistemas educacionais no Brasil renovam-se para se adequar a padrões internacionais de qualidade em educação. Esse é um esforço grande frente aos problemas de diferentes naturezas encontrados na rede pública de escolas brasileiras, que deveria funcionar em plenas condições de infraestrutura física, recursos humanos, didáticos e digitais. Ações de modernização das estratégias educacionais por meio da adoção de tecnologias da informação e comunicação (TICs) apontam para a tendência de implantação da educação híbrida, ou blended learning, em sistemas tradicionais de ensino. Diante disso, esta pesquisa discute os leiautes padrões de ambientes de aprendizagem propostos em referências nacionais e as inovações sugeridas em estudos científicos sobre ambientes de aprendizagem inovadores, no Brasil e no exterior. A pesquisa é de cunho qualitativo, e seu paradigma é o design science research associado a métodos de avaliação e de projeto ergonômico para o ambiente construído. Os resultados apontam para o desenvolvimento de propostas inovadoras de arranjos espaciais de ambientes de aprendizagem, nos quais foram aplicados conceitos de flexibilidade para atender às múltiplas formas de aprendizagem, aplicando dimensionamento ergonômico e especificações técnicas de elementos construtivos, de sistemas e de condicionamento ambiental.

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The evolution of multimedia sound

Cited by 23 publications

References 52 publications

The modality effect tested in children in a user‐paced multimedia environment

The modality effect tested in children in a user‐paced multimedia environment

Semi-virtual lectures on physics

Arranjos espaciais e especificações técnicas para ambientes de aprendizagem adequados a práticas educacionais com blended learning

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