Literaturnachweis - Detailanzeige
| Autor/inn/en | Trevisan, Michael S.; Oki, Angela C.; Senger, P. L. |
|---|---|
| Titel | An Exploratory Study of the Effects of Time Compressed Animated Delivery Multimedia Technology on Student Learning in Reproductive Physiology |
| Quelle | In: Journal of Science Education and Technology, 19 (2010) 3, S.293-302 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1059-0145 |
| DOI | 10.1007/s10956-009-9200-4 |
| Schlagwörter | Control Groups; Physiology; Instructional Materials; Effect Size; Educational Technology; Animation; Multimedia Instruction; Multimedia Materials; Educational Experiments; Video Technology; Lecture Method; Instructional Design; Experimental Groups; Electronic Learning; Science Instruction; Science Achievement; Comparative Analysis; Instructional Effectiveness; College Students |
| Abstract | Two experiments examined the effects of a multimedia technology referred to as "Time Compressed Animated Delivery" (TCAD), on student learning in a junior-level reproductive physiology course. In experiment 1, participating students received one of two presentations of the same instructional material: TCAD and a lecture captured on video. At the completion of each presentation a test was administered and group mean test scores computed and compared. The results were statistically significant (df = 362, t = 10.623, p less than 0.05), favoring the TCAD treatment group. The effect size estimate was 1.14. In experiment 2, student learning from three groups were compared on the same reproductive physiology unit used in experiment 1: (1) TCAD, (2) TCAD without the 3-D component, and (3) video-lecture. After removal of three poor functioning items, a one-way analysis of variance was computed. The results were statistically significant (df = 2, F = 2.351, p less than 0.10). Results of post hoc comparisons showed that differences in mean test scores between the TCAD and control groups were statistically significant (p less than 0.05). The effect size estimate was 0.25. These findings provide preliminary evidence for use of TCAD. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
