Comparison of Different Instructional Multimedia Designs for Improving Student Science-Process Skill Learning

Autor/inn/en	Chien, Yu-Ta; Chang, Chun-Yen
Titel	Comparison of Different Instructional Multimedia Designs for Improving Student Science-Process Skill Learning
Quelle	In: Journal of Science Education and Technology, 21 (2012) 1, S.106-113 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-011-9286-3
Schlagwörter	Animation; Topography; Pacing; Multimedia Materials; Effect Size; Comparative Analysis; Measures (Individuals); Computer Uses in Education; Statistical Analysis; Theories; Cognitive Measurement; Instructional Design; Science Process Skills + Suchen Sie Ihr Suchwort? Topografie; Lerntempo; Messdaten; Computernutzung; Statistische Analyse; Theory; Theorie; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	This study developed three forms of computer-based multimedia, including Static Graphics (SG), Simple Learner-Pacing Animation (SLPA), and Full Learner-Pacing Animation (FLPA), to assist students in learning topographic measuring. The interactive design of FLPA allowed students to physically manipulate the virtual measuring mechanism, rather than passively observe dynamic or static images. The students were randomly assigned to different multimedia groups. The results of a one-way ANOVA analysis indicated that (1) there was a significant difference with a large effect size (f = 0.69) in mental effort ratings among three groups, and the post-hoc test indicated that FLPA imposed less cognitive load on students than did SG (p = 0.007); (2) the differences of practical performance scores among groups reached the statistic significant level with a large effect size (f = 0.76), and the post-hoc test indicated that FLPA fostered better learning outcomes than both SLPA and SG (p = 0.004 and p = 0.05, respectively); (3) the difference in instructional efficiency that was computed by the z-score combination of students' mental effort ratings and practical performance scores among the three groups obtained the statistic significant level with a large effect size (f = 0.79), and the post-hoc test indicated that FLPA brought students higher instructional efficiency than those of both SLPA and SG (p = 0.01 and 0.005, respectively); (4) no significant effect was found in instructional time-spans between groups (p = 0.637). Overall, FLPA was recommended as the best multimedia form to facilitate topographic measurement learning. The implications of instructional multimedia design were discussed from the perspective of cognitive load theory. (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