Understanding the Role of Prior Knowledge in a Multimedia Learning Application

Autor/inn/en	Rias, Riaza Mohd; Zaman, Halimah Badioze
Titel	Understanding the Role of Prior Knowledge in a Multimedia Learning Application
Quelle	In: Australasian Journal of Educational Technology, 29 (2013) 4, S.537-548 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Prior Learning; Higher Education; Student Surveys; Undergraduate Students; Computer Science Education; Outcomes of Education; Experiments; Pretests Posttests; Computer Software; Multimedia Instruction; Recall (Psychology); Malaysia + Suchen Sie Ihr Suchwort? Ausland; Vorkenntnisse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerbefragung; Computer science lessons; Informatikunterricht; Lernleistung; Schulerfolg; Erprobung; Multimediales Lernen; Abberufung
Abstract	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. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10