Research Article
Hua Zheng, Eulho Jung, Tong Li, Meehyun Yoon
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep347
ABSTRACT
This experimental study examined the effects of segmentation and self-explanation designs on cognitive load in instructional videos. Four types of instructional videos (segmentation, self-explanation, combined, and control) were created and tested by 121 undergraduate students randomly assigned to one of four research groups. The results of students’ self-ratings on the cognitive load survey showed that the segmenting design produced a significantly less germane cognitive load than the two non-segmenting designs (self-explanation and control). The self-explanation design did not produce a significantly more germane load than the control design. However, students’ dispositions toward segmentation and self-explanation designs were generally positive and supported the theoretical justifications reported in the literature. The findings are discussed, along with segmentation dilemmas, limitations, and future study implications.
Keywords: instructional video, multimedia learning design principle, segmentation, self-explanation, cognitive load
Research Article
Duygu Umutlu, Yavuz Akpinar
CONT ED TECHNOLOGY, Volume 12, Issue 2, Article No: ep270
ABSTRACT
This study investigated different modalities of videos in a flipped classroom for English writing classes in an intensive English program at a state university in Turkey. This quasi-experimental study was conducted with six experimental groups (n= 109) and one control group (n = 18). The dataset included the participants’ scores of an essay pretest and two posttests, namely, recall and essay posttests. The data analysis showed that the experimental group viewing the video lecture which includes simultaneous presentation of animation and on-screen text followed by a narration in a user-paced environment outperformed the control group on the recall posttest. The groups studying the video lecture including animation with simultaneous narration and sequential on-screen text in a whole presentation and in a part-by-part presentation outperformed the control group on the essay writing posttest. In the whole presentation, participants studied all the parts of a video in a system-paced design and answered the related questions whereas participants studied each part of a video and answered the related questions in a part-by-part presentation. The paper provides a discussion and a set of recommendations on how to design flipped classrooms.
Keywords: flipped learning, flipped classroom, multimedia learning, video modalities, English as a foreign language, academic essay writing
Research Article
Hamza Polat
CONT ED TECHNOLOGY, Volume 12, Issue 1, Article No: ep262
ABSTRACT
Videos have become an indispensable part of both online and blended learning environments. However, the design of such videos requires careful consideration of multimedia learning principles to reduce the cognitive load during the instruction. In this regard, the purpose of this study is to investigate the effect of text-positions presented at two videos on eye-fixation duration and remembering. An experimental research with one-shot case study design was employed to meet this purpose. Two videos about financial issues were selected from a public TV channel archive: one of them included on-screen texts located at the bottom, and the other included informative texts located on the right side of the screen. A total of 61 students first watched these videos by interacting with an eye-tracking device in a human-computer interaction lab and then completed a retention test. The results indicated a significant positive correlation between total eye fixation duration and retention test scores. Additionally, the fixation duration of the participants was higher when the texts were presented on the right side of the videos than that when texts were presented at the bottom. The total fixation durations for longer text were higher than those for shorter text.
Keywords: text position, multimedia learning, eye-movements, retention, eye-fixation duration
Research Article
Regina Kaplan Rakowski
CONT ED TECHNOLOGY, Volume 10, Issue 4, pp. 324-337
ABSTRACT
Vocabulary is crucial for language learning. Therefore, searching for the most effective methods to master vocabulary is an important quest. This study investigated the effect of stereoscopic three-dimensional (S3D) images on recall and retention of foreign language vocabulary. S3D images, frequently used in virtual reality visualizations, are highly realistic and differ from non-stereoscopic three-dimensional (NS3D) images in that they provide an impression of depth. In this within-subject study, American subjects (N = 82) were exposed to 16 Polish words accompanied by corresponding images. Half of these images were in NS3D format, and half were in S3D format. The vocabulary was counterbalanced throughout four randomly distributed versions of the experiment. Quantitative data were drawn from immediately administered and one-week-delayed productive and receptive vocabulary tests. Qualitative data were gathered through background questionnaires and follow-up surveys, which included a mixture of open-ended and Likert scale questions. Two-tailed, paired t-tests showed no significant difference on vocabulary recall and retention of test scores for words represented with NS3D and S3D images. Post hoc tests revealed that lower performance on S3D images occurred only for those subgroups of subjects who exhibited discomfort or lack of experience with S3D technology, or both.
Keywords: Vocabulary learning, Stereoscopic 3D images, Multimedia, Virtual reality, Immersive environments
Research Article
Sunagul Sani-Bozkurt, Sezgin Vuran, Yavuz Akbulut
CONT ED TECHNOLOGY, Volume 8, Issue 1, pp. 1-25
ABSTRACT
The current study aimed to design technology-supported interactive social stories to teach
social skills to children with autism spectrum disorder (ASD). A design-based research was
implemented with children with ASD along with the participation of their mothers, teachers,
peers and field experts. An iterative remediation process was followed through the
feedback of participants. The data collection process was further supported through
researcher notes, interviews, video-recorded observations and log files. Three cycles of
remediation were employed to improve the interactive materials, which lead them to be
perceived as pleasant, interesting, engaging and user-friendly. It was observed that children
gained useful non-target skills as well as the target behaviors. Interactive stories were
particularly helpful in raising satisfaction as they provided children with the opportunity to
make their own learning decisions.
Keywords: autism spectrum disorder, multimedia learning, interactive social stories, instructional design for special education, learners with special needs
Research Article
Esmaeel Azimi, Saeed Mousavipour
CONT ED TECHNOLOGY, Volume 5, Issue 4, pp. 331-340
ABSTRACT
The purpose of the present research is to study the effects of educational multimedia in dictation and its role in improving dysgraphia in students with dictation difficulty. Research methodology is categorized as being quasi-experimental. The statistical population of the study includes students with dictation difficulty of the second grade of primary schools of Arak in the 2011-2012 academic year. The population (including 39 students) is selected through utilization of Poisson sampling procedure. From the designated sample, 20 members are selected to be put in the experiment group and the remaining 19 members are put in the control group. Clinical interview, dictation test, and Wechsler Intelligence Scale for Children- Revised (WISC-R) are utilized to distinguish students with dictation difficulty from normal-progress students in learning disability center. Dictation test for data compilation and Man-Whitney- Wilcoxon U-Test (MWW) for data analysis are used. The findings of the study depict that the level of improvement of dysgraphia of those students who rely on educational multimedia in dictation has a positive statistical significance in comparison with those who rely on normal educational procedures (p
Keywords: Educational multimedia, Dysgraphia, Special education, Dictation difficulty
Research Article
Isiaka Amosa Gambari, Victoria Ifeoma Ezenwa, Romanus Chogozie Anyanwu
CONT ED TECHNOLOGY, Volume 5, Issue 2, pp. 110-120
ABSTRACT
The study examined the effects of two modes of computer-assisted instructional package on solid geometry achievement amongst senior secondary school students in Minna, Niger State, Nigeria. Also, the influence of gender on the performance of students exposed to CAI(AT) and CAI(AN) packages were examined. This study adopted a pretest-posttest experimental design with 3 x 2 factorial design and a sample of 120 Senior Secondary class Two (SSII) students (60 male and 60 female). Computer-Assisted Instructional package of two modes; Animation with Text (AT), and Animation with Narration (AN) were employed as treatment instruments and a Solid Geometry Achievement Test (SGAT) was used as test instrument. A trial test was carried out and a reliability co-efficient of 0.78 was obtained using the KR-21. Analysis of Variance (ANOVA) and t-test was used in analysing data collected. The study revealed that, there were significant differences in the post-test mean scores of CAI(AT), CAI(AN) and the control group (F = 11.468, df = 119, p0.05) and CAI(AN) (t=1.455, df = 38, p>0.05). Based on these findings, it was therefore recommended that mathematics teachers should be encouraged to use CAI(AN) for meaningful and effective teaching and learning of mathematics.
Keywords: Computer-assisted instruction, Multimedia-based learning, Animation+Narration, Animation+On-screen text, Solid geometry, Secondary students
Research Article
Bradley E. Wiggins
CONT ED TECHNOLOGY, Volume 4, Issue 1, pp. 30-49
ABSTRACT
This article presents the results from a post-test only experiment conducted in 2011 with undergraduate and graduate students (N=67) from individualist and collectivist cultures. Demographic information was collected through questions appearing at the end of a post-test administered to subjects after completing the e-learning module. Each person was randomly assigned to one of three e-learning modules which all shared identical instructional content: time travel. However, the modules differed in design. Specifically, while the control module was designed according to the coherence principle, one experimental module was designed with non-essential background music and the other was designed with non-essential background images. The coherence principle of multimedia instruction stipulates that the addition of extraneous audio, images, or text impairs learning. Nevertheless, one normative standard of multimedia design does not apply to a group of culturally and linguistically diverse learners. Among the findings from this study, a flexible coherence principle is proposed and it suggests that the multimedia designer must consider one’s own cultural and linguistic composition as well as that of the intended audience. A concluding discussion suggests that cultural variation may be related to cognitive variation.
Keywords: E-learning, Linguistic relativism, Cognitive Load Theory, Coherence principle, Collectivist - Individualist, Multimedia design
Research Article
Ali Simsek, Shirley Nuss
CONT ED TECHNOLOGY, Volume 1, Issue 4, pp. 288-305
ABSTRACT
The purpose of this study was to investigate how elementary students can learn about the culture of another country and how technology can play a role in this process. The sample of the study included 135 fifth grade students from the United States and Turkey. Initial knowledge and information sources of students were assessed at the beginning of the study. Then, they exchanged multimedia presentations which they prepared to make their peers more knowledgeable about their own country. After studying the presentation about the other country, the students responded to a post-survey assessing their knowledge gains. Results showed that the Turkish students had much more initial knowledge about the American culture compared to knowledge of the American students about Turkey. Both groups had certain prejudices or misperceptions about each other. Media, school, and family were main sources of information, while books and friends played a small role. Studying multimedia-based presentations and discussing its content as a group was highly effective to learn about the culture of another country. By exchanging intercultural information through technology, students became less prejudiced and more understanding of each others’ respective cultures.
Keywords: Intercultural learning, Cross-cultural education, Multimedia-based learning, Information and communication technologies, Snapshots