Multimedia materials in brazilian physics textbooks: an analysis following the cognitive theory of multimedia learning.

Autor/inn/en	Heidemann, Daniel Sucha; Garcia, Nilson Marcos Dias
Titel	Multimedia materials in brazilian physics textbooks: an analysis following the cognitive theory of multimedia learning.
Quelle	Aus: Bagoly-Simó, Péter (Hrsg.); Sikorová, Zuzana (Hrsg.): Textbooks and educational media: perspectives from subject education. Proceedings of the 13th IARTEM conference 2015, Berlin. Cham: Springer (2021) S. 256-268Verfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-030-80345-2
Schlagwörter	Digitale Medien; Multimedia; Gymnasium; Lernen; Computerunterstützter Unterricht; Schulbuch; Digitalisierung; Physikunterricht; Online; Brasilien
Abstract	This chapter analyzes online multimedia materials included in first-grade physics textbooks for Brazilian public high schools. The bid invitation of the 2015 National Textbook Program (PNLD) aiming at textbook acquisition for Brazilian public high schools entailed a series of criteria for editors who intended to have their products included in the program. The criteria, however, left certain features inherent to digital materials unconsidered, creating gaps in the evaluation process and allowing the inclusion of low quality digital learning materials. This chapter takes a closer look at multimedia materials in light of Mayer's (2009) multimedia learning principles and analyzes websites that were indicated as study material in each textbook approved by the PNLD evaluation process. The sample consisted of all links to websites featured in the fourteen physics textbooks approved for the first grade of high school. The study led to three important findings. First, a significant portion of the linked multimedia materials remains behind their educational potential. Second, most links were broken already during the first year of the textbooks' lifespan. Finally, almost a third of the analyzed multimedia materials contained purely decorative media without pedagogical function.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1