The interactivity effect in multimedia learning

Evans, Chris; Gibbons, Nicola J.

doi:10.1016/j.compedu.2006.01.008

Cited by 196 publications

(126 citation statements)

References 12 publications

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“…Kim et al [5] explored the effects of gamification of learning and concluded that after some period of adaptation the learning curve is quite steeper that with regular learning. This list goes much further and similar conclusions are presented in many other researches, such as: Arcelli et al [6], Mayer et al [7], Lou et al [8], Aloraini [9], Milovanovic et al [10], Mercier et al [11], Pé rez-López et al [12], Barra et al [13], Surjono et al [14], Rabah [15], Tibbitts et al [16], Cuban et al [17], Evans et al [18], Gilakjani [19], Khoo [20] [47], Schweppe et al [48], that undoubtedly prove the benefits gained by the implementation of multimedia technologies in education.…”

Section: Motivation and Related Worksupporting

confidence: 85%

Evaluating the Potentials of Educational Systems to Advance Implementing Multimedia Technologies

Kotevsk¹,

Tasevska²

2017

IJMECS

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Abstract-Implementing multimedia in education has proven to be quite beneficial to the educational processes by enhancing the students" cognitive abilities, accelerating of memorization and learning, and easing the understanding of abstract entities. But, for an educational system, whether it is a single institution, regional system, or even a state level system, the information that multimedia technologies provide enhancements to the educational processes is not sufficient to achieve the acclaimed advancements. To improve learning by implementing multimedia, decisions about actions and investments should be based on a specific analysis of the current condition of the educational system. In this manner, this research presents an evaluation methodology that supports the purposes of strategic planning and investments in education, in the context of advancements implementing multimedia. The methodology takes into account three key aspects: i) multimedia equipment and IT resources, ii) teacher competencies and their interest in adding multimedia to their lectures, and iii) promotional events about using multimedia in education. As a case study, a segment of the educational system in a municipality in R. Macedonia was evaluated, where the results showed the system"s strong and weak aspects, giving a profound direction in which the future enhancement efforts should be conducted.Index Terms-Multimedia in education, evaluation methodology, improving classroom teaching, management decision support.

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Section: Motivation and Related Worksupporting

confidence: 85%

Evaluating the Potentials of Educational Systems to Advance Implementing Multimedia Technologies

Kotevsk¹,

Tasevska²

2017

IJMECS

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“…When considering the learning process, interactivity is a crucial and distinct learning process variable (Arbaugh, 2000;Bitzer et al, 2013) that influences learning outcomes in a positive way (Evans & Gibbons, 2007;Sims, 2003;Smith & Woody, 2000). Defined as learning activities that include interactions between learners (learner-learner interaction), interactions with the lecturer (learner-lecturer interaction), and interactions with the learning methods and structures (learner-content interaction) (Moore, 1989;Schrum & Berge, 1997), interactivity closely relates to how learners act in their learning process.…”

Section: Determinants Of Faithful Lms Appropriationmentioning

confidence: 99%

Untitled

2017

THCI

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Abstract:IT support in the learning process constitutes a key factor for the success of innovative teaching/learning scenarios. To ensure learning success in innovative teaching/learning scenarios, learners need to faithfully apply learning management systems (LMS). However, we lack theoretical insights into which factors affect whether they do so. To help solve this issue, we first used adaptive structuration theory to identify antecedents and consequences regarding faithful LMS appropriation and embed them into a theoretical model. Second, we conducted a survey study with 173 participants to evaluate the model. The results show that the perceived IT support, interactivity, and the tasktechnology fit significantly affect the degree to which learners faithfully apply a LMS. Moreover, the results indicate that faithful appropriation is a significant indicator of the learning process satisfaction as well as perceived learning success. The present paper thus theoretically contributes to the scientific discussion concerning technology-mediated learning processes while also making a practical contribution by deriving implications for LMS application.

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“…Static resources, such as videos, may not promote deep learning; however, an interactive resource may promote deeper, more constructivist learning (Evans & Gibbons, 2007;Woodard, 2003). Students may be more likely to construct real knowledge when they use information they uncover to achieve a goal, rather than when they read pages of web content (Dewald, ScholzCrane, Booth, & Levine, 2000).…”

Section: Benefits Of Interactive Online Tutorialsmentioning

confidence: 99%

Student See Versus Student Do: A Comparative Study of Two Online Tutorials

2016

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This study examines the impact on student performance after interactive and noninteractive tutorials using a 2x2 treatment-control design. In an undergraduate management course, a control group watched a video tutorial while the treatment group received the same content using a dynamic tutorial. Both groups received the same quiz questions. Using effect size to determine magnitude of change, it was found that those in the treatment condition performed better than those in the control condition. Students were able to take the quiz up to two times. When examining for change in performance from attempt one to attempt two, the treatment group showed a greater magnitude of change. Students who consistently performed lowest on the quizzes outperformed all students in learning gains.

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The interactivity effect in multimedia learning

Cited by 196 publications

References 12 publications

Evaluating the Potentials of Educational Systems to Advance Implementing Multimedia Technologies

Evaluating the Potentials of Educational Systems to Advance Implementing Multimedia Technologies

Untitled

Student See Versus Student Do: A Comparative Study of Two Online Tutorials

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