What do students really learn from interactive multimedia? A physics case study.

Autor/inn/en	Yeo, S.; Loss, R.; Zadnik, M.; Harrison, A.; Treagust, David
Titel	What do students really learn from interactive multimedia? A physics case study.
Quelle	In: American journal of physics, 72 (2004) 10, S. 1351-1358 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-9505; 1943-2909
DOI	10.1119/1.1748074
Schlagwörter	Multimedia; Lernerfolg; Interaktives Lernen; Multimediales Lernen; Mechanik; Physik; Wurfbahn; Wurf
Abstract	Interactive multimedia is promoted as an effective and stimulating medium for learning science, but students do not always interact with multimedia as intended by the designers. We discuss students' interactions with an interactive multimedia program segment about projectile motion in the context of long jumping. Qualitative data were collected using a video camera and split-screen recorder to record each student's image, voice, and student¯ program interactions. Left to themselves, students' interactions were superficial, but when asked to explain their observations of projectile motion illustrations, they were observed to retain common intuitive conceptions. Only following researcher intervention did students develop an awareness of abstract aspects of the program. These results suggest that, despite interactivity and animated graphics, interactive multimedia may not produce the desired outcome for students learning introductory physics concepts. © 2004 American Association of Physics Teachers.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Osnabrück
Update	2005/2