Does Combining the Embodiment and Personalization Principles of Multimedia Learning Affect Learning the Culture of a Foreign Language?

Autor/inn/en	Wang, Yanlin; Crooks, Steven M.
Titel	Does Combining the Embodiment and Personalization Principles of Multimedia Learning Affect Learning the Culture of a Foreign Language?
Quelle	In: Journal of Educational Multimedia and Hypermedia, 24 (2015) 2, S.161-177 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Multimedia Instruction; Correlation; Cues; Social Influences; Cultural Education; Cultural Awareness; Retention (Psychology); Student Attitudes; Educational Experience; Learning Processes; Positive Attitudes; Scores; Auditory Stimuli; Foreign Countries; Outcomes of Education; Japan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Korrelation; Stichwort; Sozialer Einfluss; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Cultural identity; Kulturelle Identität; Merkfähigkeit; Schülerverhalten; Bildungserfahrung; Learning process; Lernprozess; Auditive Stimulation; Ausland; Lernleistung; Schulerfolg
Abstract	The purpose of this study was to investigate how social cues associated with the personalization and embodiment principles in multimedia learning affect the learning and attitude of students studying the culture of a foreign language. University students were randomly assigned to one of two experimental conditions that consisted of an instructional presentation about the Japanese school system. The personalization only condition included auditory social cues consistent with the personalization principle; the personalization plus embodiment condition included the same auditory cues, and in addition, included visual social cues consistent with the embodiment principle. The results showed that participants in the personalization plus embodiment condition outperformed those in the personalization only condition on a delayed retention test. However, participants in the personalization only condition expressed more favorable attitudes toward their instructional experience. These findings suggests that the personalization and embodiment principles in multimedia learning may be additive in their influence on student learning. However, the combined influence of these effects may only be apparent after the passage of time. The finding that participants with more positive attitudes toward their instructional condition experienced fewer social cues and exhibited lower retention scores has interesting implications concerning the reliability of student judgments about which instructional presentation formats are optimal for their own learning. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01