Using 3-D Animation in Multimedia Learning for Memory Management Concepts

Rias, Riaza Perveen Mohd; Zaman, Halimah Badioze

doi:10.1109/icsps.2009.145

Cited by 5 publications

(2 citation statements)

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“…Findings of this research are useful for educators and learners to gauge the influence of a multimedia application on high and low prior knowledge learners on learning. This experience has developed a better understanding of the relationship between student experience levels and instructional design methods as suggested by Sweller (1999) and Rias & Zaman (2009).…”

Section: Resultsmentioning

confidence: 99%

“…According to Mayer (2001Mayer ( , 2009), multimedia learning is learning from words and pictures and multimedia instructional message, multimedia instructional presentation, or multimedia instruction, is presentation involving words and pictures that is intended to foster learning. Moreover, display design and multimedia contribute significantly to learner performance (Austin, 2009;Rias & Zaman, 2009, 2011.…”

Section: Introductionmentioning

confidence: 99%

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Understanding the role of prior knowledge in a multimedia learning application

Rias¹,

Zaman²

2013

AJET

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This study looked at the effects that individual differences in prior knowledge have on student understanding in learning with multimedia in a computer science subject. Students were identified as having either low or high prior knowledge from a series of questions asked in a survey conducted at the Faculty of Computer and Mathematical Sciences at University Technology MARA, Malaysia. The subject domain chosen for this study is a topic taught to undergraduates in the field of Computer Sciences, in the subject of Operating Systems, i.e., Memory Management Concepts. This study utilizes a multimedia application that is shown to a total of 257 students. Early results from the recall and transfer tests indicate that students' individual differences play a vital role in learning outcome. As expected, the low prior knowledge group scored significantly in the recall tests as compared to the transfer test, and the high prior knowledge group performed comparatively better in the transfer test. This suggests that educational designers who wish to foster learning and understanding should incorporate learners' prior knowledge as a design principle.

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Section: Resultsmentioning

confidence: 99%