Multimedia Design Principles in the Psychomotor Domain: The Effect of Multimedia and Spatial Contiguity on Students' Learning of Basic Life Support with Task Cards

Autor/inn/en	Iserbyt, Peter; Mols, Liesbet; Elen, Jan; Behets, Daniel
Titel	Multimedia Design Principles in the Psychomotor Domain: The Effect of Multimedia and Spatial Contiguity on Students' Learning of Basic Life Support with Task Cards
Quelle	In: Journal of Educational Multimedia and Hypermedia, 21 (2012) 2, S.111-125 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Foreign Countries; Test Results; Printed Materials; Psychomotor Objectives; Multimedia Instruction; Epistemology; Psychomotor Skills; College Freshmen; Teacher Education; Cognitive Processes; Difficulty Level; Multimedia Materials; Instructional Design; Computer Software; Instructional Effectiveness; Teaching Methods; Statistical Analysis; Comparative Analysis; Spatial Ability; First Aid; Computer Assisted Instruction; Educational Technology; Belgium + Suchen Sie Ihr Suchwort? Ausland; Psychomotorisches Lernziel; Multimediales Lernen; Erkenntnistheorie; Psychomotorische Aktivität; Studienanfänger; Lehrerausbildung; Lehrerbildung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Räumliches Vorstellungsvermögen; Unfallhilfe; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Belgien
Abstract	This study adds to the literature by introducing multimedia research in the psychomotor area. In this study, 87 freshman students in pedagogy used task cards to learn Basic Life Support (BLS), a psychomotor skill consisting of nine lifesaving actions to be performed in a specific order. Task cards are printed materials and are often implemented during student-centred learning settings. Based on the cognitive theory of multimedia learning, it was investigated whether the implementation of the principles of multimedia and spatial contiguity on task cards would enhance students' learning of BLS. The multimedia principle states that people learn more deeply from words and images together rather than from words alone. The spatial contiguity principle assumes that learners learn better when words and corresponding images are presented close rather than far from each other on a page. Results in this study show that neither multimedia nor spatial contiguity generated higher learning gains. It was assumed that the low cognitive load of the learning task and the self-paced learning intervention are responsible for this result. For one transfer test, a higher test result was found when the principle of spatial contiguity was applied. (Contains 4 figures.) (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	2017/4/10