Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study examined the added value technology in the form of computer-based resources brought to the teaching of history of an experienced, tenured university history professor. This added value was measured by following the evolution of this history professor's adoption of computer-based resources in teaching. During his evolution the use of technology enhanced Dr. K. 's ability to deliver, explain and deepen the meaning of complicated historical lessons. From summer 2000 to summer 2003 the researcher helped design, develop and create computer-based resources for two history classes at a large northeastern U.S. urban university taught by this fulltime history professor. The researcher also oversaw the implementation, which involved the layering of those multimedia resources. In 2001, some of the computer-based resources developed for these classes were also partially implemented at a nearby urban high school. Overall the lectures were all put into Microsoft Power Point slides. They included audio clips (WAV) and video clips (AVI, WMV). Some slides also included animations that were created in Macromedia Flash. Other animations were created within Microsoft Power Point to help understanding of elaborate dynamic processes. / 2031-01-01

<p>Uppsatsen syfte var att belysa hur riktlinjer för lek- och lärspel bör utformas till barn med läs och inlärningssvårigheter. Detta i bakgrund av lärare och specialpedagogers rekommendationer och önskningar. Uppsatsen är ämnad för att behandla användargränssnitt, interaktion, struktur och navigation och motivation. Med dessa som utgångspunkt framställa hur lek- och lärspel ska kunna konstrueras till det bättre för barn med läs och inlärningssvårigheter. För att kunna uppnå vårt syfte genomfördes en kvalitativ undersökning, i form av strukturerade och halvstrukturerade intervjuer samt observationer. 2 lärare och 2 speciellpedagoger från särskolor intervjuades utifrån uppsatsens tematiska ramar. 2 elever observerades från en särskola. Resultatet visade bland annat på att allt bör vara enkelt och att det ska finnas en klarhet i allt. Det får inte vara komplicerat. Det centrala i slutsatserna som framkom var att grafiken har stor betydelse och hur gränssnittet är upplagt gällande knappar etcetera.</p>

Uppsatsen syfte var att belysa hur riktlinjer för lek- och lärspel bör utformas till barn med läs och inlärningssvårigheter. Detta i bakgrund av lärare och specialpedagogers rekommendationer och önskningar. Uppsatsen är ämnad för att behandla användargränssnitt, interaktion, struktur och navigation och motivation. Med dessa som utgångspunkt framställa hur lek- och lärspel ska kunna konstrueras till det bättre för barn med läs och inlärningssvårigheter. För att kunna uppnå vårt syfte genomfördes en kvalitativ undersökning, i form av strukturerade och halvstrukturerade intervjuer samt observationer. 2 lärare och 2 speciellpedagoger från särskolor intervjuades utifrån uppsatsens tematiska ramar. 2 elever observerades från en särskola. Resultatet visade bland annat på att allt bör vara enkelt och att det ska finnas en klarhet i allt. Det får inte vara komplicerat. Det centrala i slutsatserna som framkom var att grafiken har stor betydelse och hur gränssnittet är upplagt gällande knappar etcetera.

The purpose of this study was to determine the effects of segmentation on immediate and delayed recall and transfer in a multimedia learning environment. The independent variables of segmentation and non-segmentation, and immediate and delayed assessments were manipulated to assess the effects of segmentation on the participants' ability to recall and transfer information from the multimedia tutorial. Data was analyzed using a 2X2 factorial design. The results of this study found that segmentation of multimedia tutorials did not result in significant differences in recall or transfer. The results also revealed that the time period between when a tutorial was viewed and when the recall and transfer assessments were taken did significantly affect participants ability to recall and transfer information. / Ph. D.

The purpose of this study was to examine the effect of encoding specificity on learning in a multimedia environment. Based upon the theory of encoding specificity there should be a relationship between the modality for which a learner encodes information into memory and the modality used to assess the learner's knowledge. Modality attributes for purposes of this study included visual (animation) and verbal information (narration and text). Two-hundred and fifteen students viewed a computer animation on lighting formation which was presented in one of three different modalities (animation with narration, animation with text, text only). Following the instruction students were assessed in one of three modalities (animation with narration, animation with text, text only) on recall and transfer. A 3 Encoding/Study x 3 Retrieval/Test (animation with narration, animation with text, text only) full-factorial post-test only design was used to assess the effects of matched and mismatched encoding and retrieval modalities in a multimedia environment. Encoding specificity suggests that there is an interaction between the conditions at encoding and retrieval such to say that the to-be-remembered item will not be as effective during retrieval unless the cue was specifically encoded at time of storage. Unfortunately, the present study did not find much to support the claim of encoding specificity based upon modality. The use of modality in both encoding and retrieval condition to support encoding specificity was found only in the AT-AT matched recall group versus the mismatched groups. Furthermore, significance was not found in any of the matched mismatched transfer conditions. / Ph. D.

In this study, the author investigated factors that influence the direct measurement of cognitive load using the dual-task method. The dual-task method is an unambiguous and objective technique to measure cognitive load. The primary task was to master content in a lesson about the Autonomic Nervous System. The secondary task was to respond to a symbol that changed colour by pressing the Enter key. The time between the symbol changing colour and the response of the student was measured. Two versions of the multimedia program tested the influence of the presentation format and instructional strategy on cognitive load. Each version of the program was further subdivided into four lessons, which were used to test the influence of the position of the secondary task on the cognitive load. All the data was collected electronically. The statistical analysis revealed that the position of the secondary task does not influence cognitive load (F (1, 2661) = 3.25, p = 0.071). The presentation format and instructional strategy used in this study however did result in a significant difference between the cognitive load of the two versions. The mean cognitive load of the version using animation was 6.408 and that of the version using predominantly static images and text was 5.684. This difference was found to be highly significant (F (1, 2661) = 52.39, p <.0001). It was concluded that using animation to present content required more mental effort by participants than using images and text to present the same content. / Dissertation (MEd (Computer-Integrated Education))--University of Pretoria, 2007. / Curriculum Studies / unrestricted

This study examined the effects of manipulating the modality (text-only, voice-only, voice+text) of a tutorial and restriction (restricted vs. unrestricted) of a simulation's interface on retention and transfer of tutorial content. The tutorial prepared novice students to use Packet Tracer, a simulation developed by Cisco that teaches network engineers how to build and troubleshoot computer networks. Retention was measured using a multiple choice test whereas transfer was measured using an assessment embedded within Packet Tracer. An interaction was found between modality and restriction on the Packet Tracer transfer test. When Packet Tracer's interface was unrestricted, students who received the voice-only tutorial performed significantly better on the transfer test than students who received the text-only tutorial. This finding is consistent with the cognitive theory of multimedia learning and previous research on modality effect. However, this is also an original finding because previous research has not examined the interaction between a tutorial's modality and the restriction of a complex simulation's interface. This study addressed relevant instructional technology design questions, such as how to design tutorials for complex simulations and what effect restricting a simulation's interface has on retention and transfer for novice students. / text

Thesis (Ed. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains vi, 98 p. Includes abstract. Includes bibliographical references (p. 75-82).

abstract: ELearning, distance learning, has been a fast-developing topic in educational area. In 1999, Mayer put forward “Cognitive Theory of Multimedia learning” (Moreno, & Mayer, 1999). The theory consisted of several principles. One of the principles, Modality Principle describes that when learners are presented with spoken words, their performance are better than that with on-screen texts (Mayer, R., Dow, & Mayer, S. 2003; Moreno, & Mayer, 1999).It gave an implication that learners performance can be affected by modality of learning materials. A very common tool in education in literature and language is narrative. This way of storytelling has received success in practical use. The advantages of using narrative includes (a) inherent format advantage such as simple structure and familiar language and ideas, (b) motivating learners, (c) facilitate listening, (d) oral ability and (e)provide schema for comparison in comprehension. Although this storytelling method has been widely used in literature, language and even moral education, few studies focused it on science and technology area. The study aims to test the effect of narrative effect in multimedia setting with science topic. A script-based story was applied. The multimedia settings include a virtual human with synthetic speech, and animation on a solar cell lesson. The experiment design is a randomized alternative- treatments design, in which participants are requested to watch a video with pedagogical agent in story format or not. Participants were collected from Amazon Mechanical Turk. Result of transfer score and retention score showed that no significant difference between narrative and non-narrative condition. Discussion was put forward for future study. / Dissertation/Thesis / Masters Thesis Engineering 2018

I det inverterade klassrummet flyttas genomgångarna från klassrummet till videofilmer som eleverna ser på hemma. Lektionerna ägnas till stor del åt sådant som annars hade utgjort hemarbete för eleven. I denna studie analyseras gymnasieelevers uppfattning av denna undervisningsmodell i matematikämnet med fokus på videogenomgångarna och förändringar i hem- och skolarbete. Det framkommer att elevernas uppfattningar av videogenomgångarna kan kategoriseras utifrån deras grad av aktivitet under videogenomgången samt deras beroende av relationen mellan elev och lärare. I en jämförelse mellan enkla filmer, digitala animationer och klassrumsgenomgångar framhålls de enkla filmernas tydlighet och fokus på matematik, samt klassrumsgenomgångarnas flyktiga natur. Dessa resultat diskuteras utifrån en kognitiv modell för överbelastning av arbetsminnet. Eleverna uppfattar att deras arbetsbelastning är lägre i det inverterade klassrummet än i ett traditionellt klassrum eftersom det finns mer tid för egen räkning i klassrummet. Dessutom uppfattas videogenomgångar som mer effektiva än klassrumsgenomgångar trots att de är betydligt kortare. Den tid som frigörs när klassrummet inverteras har inte förändrat elevernas sätt att arbeta inom matematikämnet. Elevers respons på förändrade undervisningsvillkor analyseras med hjälp av en kognitiv teori för elevers reglering av sitt eget lärande. Utifrån denna teori diskuteras hur lärare kan ta tillvara på de ökade tidsresurserna och förändra elevers tänkande om matematik och deras lärande.