Educators and instructional designers are seeking ways to increase levels of learning. One of the ways this is being done is through cognitive load theory which attempts to reduce cognitive load through a better understanding of working memory and the factors that impact its function. Past studies have found that working memory processes visual and auditory information using separate and non-sharable resources (dual coding theory) and that by properly utilizing multimedia elements, information processing in working memory is more efficient (multimedia learning). What is not known is the effect that instructor-led video, which uses the visual channel but delivers no information, has on the cognitive load of the learner. Further, will the introduction of multimedia elements make the information processing of the learner more efficient? This study examined three ways in which instructional designers may create a more efficient learning environment through a better understanding of multimedia learning. First, by using the theories of multimedia learning, I examined a more efficient use of sensory memory. By minimizing extraneous load, which communication theory calls noise, on working memory through increased utilization of the visual and auditory channels, the effectiveness of instruction was increased. Secondly, the multimedia effect, defined as using visual helps and guides with spoken and written text, was shown to assist working memory in processing new information into existing schema. Last, by using the personalization principle set forth by Clark and Mayer (2008), I used both the video feed and multimedia together to foster a more social or conversational presentation to the learner.

With rapid development of science and technology, introduction of the ICT different methodologies into the learning environment today becomes one of the most important factors. Application of IT tools in classroom learning in and methodology for teaching and learning processes creates number of issues, which could be solved with the help of online Learning Management System (LMS). This paper presents experiment results using of Moodle, at the course of Linear algebra and analytic geometry (LAAG) in the first semester of 2010-2011 and 2011-2012 study year. The paper presents quantitative and qualitative rationale interdependence analysis and experiment conclusion based on midterm and final exam results of the freshman students of the National University of Mongolia.

PowerPoint is a popular presentation software that is often used in educational settings, however, there is a need for further instruction on how to use the software effectively to facilitate learning. Prior research on the use of PowerPoint in education has been inconclusive as it has been focused on the presence or lack of presence in the classroom, rather than its practical implementation. The current study aims to investigate teachers’ beliefs of using PowerPoint in the classroom, for what purpose they use colors, and image in text in PowerPoint, and to what extent their reported design choices are in line with learning theories related to color, and image and text. To do this, we have interviewed four Swedish ESL teachers and conducted a complimentary survey with 47 ESL teachers. The results show that both survey participants and interviewees considered PowerPoint to be a useful digital tool in the classroom. The survey participants used PowerPoint for language instruction while the interviewees used it for content knowledge. Even if both the survey and interview participants reported practices partially corresponded with current research, it seemed like their design choices were based on instinctive or implicit understanding. With an explicit knowledge of how to design PowerPoint to facilitate learning, teachers could use PowerPoint as a pedagogical tool.

This thesis explores the user experience, potential and design principles of a HUD-based user interface in combination with interactive 360-degrees videos in nursing education. A HUD-based 360-degrees video was designed around a previously recorded scenario in an emergency room and user tests were conducted on nurse educators, working nurses and a nurse student.  Data from the user tests were gathered both through observations and interviews. The results show that participants' experience was overall positive and that the technology is seen as a realistic, interesting and valuable way to educate nursing students. Although no definitive design principles could be established for interactive 360-degrees videos, the result suggests that focusing on key design principles for multimedia learning may provide a better user experience. These principles include managing extraneous, essential and generative processing. / Detta examensarbete utforskar användarupplevelsen,potentialen och begränsningarna avett HUD-baserat användargränssnitt i kombination med interaktiva 360-graders videos inom sjuksköterskeutbildning. Detta gjordes genom att designa och utveckla en HUD-baserad 360-graders video och utföra användar tester på lärare inom sjuksköterskeutbildning, arbetande sjuksköterskor och en sjuksköterskestudent. Data från användartester samlades in genom observationer samt intervjuer. Resultatet visar att deltagarnas upplevelse överlag var positiv och tekniken ses som ett intressant och fördelaktigt sätt att undervisa sjuksköterskestudenter. Resultatet tyder också på att fokus på designprinciper inom multimedielärande kan bidra med en bättre användarupplevelse.

Various forms of multimedia learning have been shown to aid learners time and time again. One form of multimedia learning that has not been thoroughly studied is reading while listening (RWL). This is especially the case when it comes to the immediate impacts on reading comprehension from practising RWL. Furthermore the recent advancements of Text-To-Speech (TTS) have started to challenge the established notion that real human recorded spoken word is always preferable for learning, also known as The Voice Effect. This study looked at Swedish University students with English as their second language (L2) and examined how their reading comprehension in L2 was performing in three different groups. The groups were Reading Only (RO), Reading-While-Listening with spoken word (RWL-SW) and Reading-While-Listening with text-to-speech (RWL-TTS). The RO group was then compared to The RWL groups. The two RWL groups were also compared on test scores as well as perceived enjoyment and aid from the narration as reported by the participants. Our results did not exhibit any statistically significant difference in reading comprehension between the RO group and the RWL groups. When looking at the results of the reading comprehension test the RO and RWL-TTS groups got the exact same number of correct answers. This suggests that RWL did not have any notable impact on reading comprehension. Furthermore no statistical significant difference was found between the two RWL groups in test scores or perceived enjoyment and aid from the narration. What’s interesting to note is that RWL-SW performed slightly worse than RWL-TTS on the comprehension test. The reported perceived enjoyment and aid from the narration was also notably similar to each other. This suggests that The Voice Effect did not have relevance in this test. / Olika former av multimediainlärning har visat sig hjälpa eleverna gång på gång. En form av multimedieinlärning som inte har studerats grundligt är läsning medan man lyssnar (RWL). Detta gäller särskilt när det gäller de omedelbara effekterna på läsförståelsen av att använda på RWL. Dessutom har de senaste framstegen med text till tal (TTS) börjat utmana den etablerade uppfattningen att verkligt mänskligt inspelat talat ord alltid är att föredra vid inlärning, även kallat “Rösteffekten” (The Voice Effect). I den här studien undersöktes svenska universitetsstudenter med engelska som andraspråk (L2) och hur deras läsförståelse i L2 presterade i tre olika grupper. Grupperna var Reading Only (RO), Reading-While-Listening med en mänsklig talare (RWL-SW) och Reading-While-Listening med text-to-speech (RWL-TTS). RO-gruppen jämfördes sedan med RWL-grupperna. De två RWL-grupperna jämfördes också med avseende på testresultat samt upplevd njutning och hjälp från berättandet enligt deltagarnas rapporter. Våra resultat visade ingen statistiskt signifikant skillnad i läsförståelse mellan RO-gruppen och RWL-grupperna. När man tittar på resultaten av läsförståelsetestet fick RO- och RWL-TTS- grupperna exakt lika många korrekta svar. Detta tyder på att RWL inte hade någon anmärkningsvärd inverkan på läsförståelsen. Dessutom hittades ingen statistiskt signifikant skillnad mellan de två RWL-grupperna när det gäller testresultat eller upplevd njutning och hjälp av uppläsningen. Vad som är intressant att notera är att RWL-SW presterade något sämre än RWL-TTS på läsförståelsetestet. Den rapporterade upplevda uppskattningen och hjälp från uppläsning var också anmärkningsvärt likartade. Detta tyder på att “The Voice Effect” inte hade någon betydelse i detta test.

Ownership of mobile devices, such as tablets and smartphones, has quickly risen in the last decade. Unsurprisingly, they are now being integrated into the training and classroom setting. Specifically, the U.S. Army has mapped out a plan in the Army Learning Model of 2015 to utilize mobile devices for training purposes. However, before these tools can be used effectively, it is important to identify how the tablets' unique properties can be leveraged. For this dissertation, the touch interface and the interactivity that tablets afford were investigated using a procedural-motor task. The procedural motor task was the disassembly procedures of a M4 carbine. This research was motivated by cognitive psychology theories, including Cognitive Load Theory and Embodied Cognition. In two experiments, novices learned rifle disassembly procedures in a narrated multimedia presentation presented on a tablet and then were tested on what they learned during the multimedia training involving a virtual rifle by performing a rifle disassembly on a physical rifle, reassembling the rifle, and taking a written recall test about the disassembly procedures. Spatial ability was also considered as a subject variable. Experiment 1 examined two research questions. The primary research question was whether including multiple forms of interactivity in a multimedia presentation resulted in higher learning outcomes. The secondary research question in Experiment 1 was whether dynamic multimedia fostered better learning outcomes than equivalent static multimedia. To examine the effects of dynamism and interactivity on learning, four multimedia conditions of varying levels of interactivity and dynamism were used. One condition was a 2D phase diagram depicting the before and after of the step with no animation or interactivity. Another condition utilized a non-interactive animation in which participants passively watched an animated presentation of the disassembly procedures. A third condition was the interactive animation in which participants could control the pace of the presentation by tapping a button. The last condition was a rifle disassembly simulation in which participants interacted with a virtual rifle to learn the disassembly procedures. A comparison of the conditions by spatial ability yielded the following results. Interactivity, overall, improved outcomes on the performance measures. However, high spatials outperformed low spatials in the simulation condition and the 2D phase diagram condition. High spatials seemed to be able to compensate for low interactivity and dynamism in the 2D phase diagram condition while enhancing their performance in the rifle disassembly simulation condition. In Experiment 2, the touchscreen interface was examined by investigating how gestures and input modality affected learning the disassembly procedures. Experiment 2 had two primary research questions. The first was whether gestures facilitate learning a procedural-motor task through embodied learning. The second was whether direct touch input using resulted in higher learning outcomes than indirect mouse input. To examine the research questions, three different variations of the rifle disassembly simulation were used. One was identical to that of Experiment 1. Another incorporated gestures to initiate the animation whereby participants traced a gesture arrow representing the motion of the component to learn the procedures. The third condition utilized the same interface as the initial rifle disassembly simulation but included "dummy" gesture arrows that displayed only visual information but did not respond to gesture. This condition was included to see the effects (if any) of the gesture arrows in isolation of the gesture component. Furthermore, direct touch input was compared to indirect mouse input. Once again, spatial ability also was considered. Results from Experiment 2 were inconclusive as no significant effects were found. This may have been due to a ceiling effect of performance. However, spatial ability was a significant predictor of performance across all conditions. Overall, the results of the two experiments support the use of multimedia on a tablet to train a procedural-motor task. In line with vision of ALM 2015, the research support incorporating tablets into U.S. Army training curriculum.

No description available.

The study explores the effectiveness of multimodality teaching using the 4MAT Model. A meta-analysis was conducted with empirical studies on instruction via multimodality teaching in preschool, K-12, and higher education. The studies in the meta-analysis involved an experimental and control group. The control group received traditional teaching lessons, and the experimental group received multimodality teaching. A text analysis was conducted to examine the trends in the advantages of the 4MAT model versus traditional methods. The literature review analyzed the cognitive theory of multimedia learning, advances in multimedia teaching effectiveness assessment, transforming traditional teaching through the 4MAT model, 4MAT model and learning, the importance of multimodality teaching, the origin of multimodality teaching, the 4MAT model, and multimodality teaching and student achievement. This research aimed to determine a better understanding and increase learning achievement by using the 4MAT model versus traditional teaching methods.

The application of Information and Communication Technology (ICT) as supportive tool in teaching and learning within the framework of the radical change that Outcomes Based Education (OBE) has created, pervades and consequently alters the pedagogy and methodology of Geography teaching. Geography Is a subject in which ICT can make a definite and worthwhile contribution and it is, therefore, important that Geography educators know how to harness the benefits of ICT for their learners. Apart from the general availability of ICT to fulfil the requirements of the curricula, there are pressures from the world outside the classroom in the form of professionals who utilize Geography in their profession, such as town planners and meteorologists, who utilise new technology such as GIs, GPS, satellite images, radar summaries, air charts and meteograms as an integral part of their work. The Internet, the World Wide Web and CD-Rom are used progressively as resource-based and communication tools in teaching and learning throughout the world. The challenge to utilise ICT in Geography teaching and learning occurs in a world experiencing increasing disparities between the rich and poor, among and within nations. For example, while 72.7% of Americans currently use the Internet, only 6.4% of South Africans have access to and use the Internet. A solution for sufficient ICT support in teaching and learning for developing countries is to focus on ICT variants that are affordable and that will sustain movement toward fulfilling development objectives. Developing countries (such as the RSA) need to consider alternatives to ICT that maximise the Impact of ICT and that entail balancing investment in computers with investment in other technologies that might be cheaper and equally effective. The use of alternative ICT variants must, however, be globally competitive, but at the same time be cost-effective. The ability, versatility and low cost of an ICT variant such as the Digital Versatile Disc (DVD) suggest that it can serve this purpose. ICT supports teaching and learning in Geography in many ways and has an impact on the quality of learners' learning experience and the depth of their learning. It can be a tool for inquiry learning, a resource for obtaining secondary source material, an aid in measuring physical events and situations, models real-world situations, helps to communicate and present information, improves efficiency and pace of workload, provides resources and structure to support learning independently of the educator and improves the quality of task outcomes for learners. The introduction of OBE in South Africa since 1994 has also encouraged learner-centred teaching and learning and has required a paradigm shift away from the traditional content-based transmission model of teaching and learning. The purpose of this study is to: • determine whether or not the DVD method can support the teaching and learning of Geography teacher students effectively; • determine how the DVD alters the format, structure and number of traditional formal Geography lectures; • determine what the nature of the information on the DVD must be in order to be perceived by the students effectively; • Investigate the effect of the utilisation of the DVD on the academic performance of Geography teacher students; and • develop a model for the effective integration and utilisation of the DVD in fulltime Geography teaching and learning. An action research method constituted the backbone of this study. The action research included a combined qualitative and quantitative research method in the form of a cross-sectional study as part of a developmental research method, in order to develop and evaluate a proposed model for the effective integration and utilisation of the DVD in Geography teaching and learning. The participants in this study included the entire population of the full-time, second-year students of the Economic Geography module, GEOH251 of 2004, 2005 and 2006 of the B.Ed (teaching degree) of the North-West University (Potchefstroom Campus). The results of the study can be summarised as follows: This study indicated that the majority of the GEOH251 students were positive regarding the integration of the DVD in Geography teaching and learning. The DVD-method teaching approach challenges lecturers and students to fulfil new roles within the teaching and learning environment. The results of this study indicate the following: The integration of the DVD method can support the teaching and learning of Geography teacher students effectively. The utilisation of the DVD, together with a seminar format with a specific procedure, enhances the teaching and learning of Geography. The DVD with all the different types of information included thereon was well received by the Geography students and was deemed effective. The integration of the DVD into Geography teaching and learning evidently did not result in poorer academic performances of students in the GEOH251 module. The proposed model provides clear guidelines on how to integrate the DVD In Geography teaching and learning. It explains how the DVD should be compiled, what to include and how to employ it effectively in conjunction with seminars. It also describes the transition of formal contact sessions to seminars, which occur less frequently than traditional contact sessions, but with regular weekly intervals, as well as explains the seminar proceedings, interactions and timeframes. The DVD can be integrated into Geography teaching and learning effectively if the procedures, steps, and actions, as expounded in the proposed model, are applied. The advantages of the DVD as ICT variant in Geography teaching and learning can be clearly seen, especially if it can be implemented in developing countries. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

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No. of bitstreams: 1 PDF - Carla de Araújo.pdf: 3264656 bytes, checksum: 1866892d1a4b24aa824000070bae9359 (MD5) Previous issue date: 2015-12-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Our research work aimed to investigate technological, pedagogical and content knowledge, if any, of the pre-service Mathematics teachers on the use of multimedia resources. Linked to the Program PRODOCÊNCIA/UEPB, our research work intended to instill critical thinking processes in the education Mathematics teachers, particularly in Mathematics Education, with the use of information and communication technologies (TIC) that may contribute to improve under graduation courses. Our research work had a qualitative approach with the application of a didactic proposal carried out between the months of March and June of 2015. The participant subjects were ten students of the Mathematics Teacher Education at the State University of Paraíba UEPB, who attended the third period of the curricular component Applied Computing to Education II. The pre-service teachers were organized in couples. We use as instruments to our data collection research, participant observation, questionnaires, interviews (audios) and field notes. Firstly, we intended to trace the couple profiles in relation to knowledge of digital platforms and conception on coursing a different curricular component, of which was the scenario to this research work. Then we analyzed the knowledge technological, pedagogical and of content, if any, presented by the couples. We relied in Koehler and Mishra’s TPACK theoretical model (2005). We also analyzed the multimedia resources with the construction of virtual classes by the couples. At this analysis stage we used some of the Mayer Multimedia Principles (2001) that assists in the construction of well elaborated multimedia materials, being able to promote better learning. Based on the analyzed data, we could conclude that our research work enabled opportunities for pre-service Mathematics teachers to be in full movement as individuals and couples. We noted that, for many times, the pre-service teacher graduated with lacks on the classroom management, that is, the pedagogical knowledge is poorly explored by making the continuing teacher education overloaded of responsibility with this teacher on new tendencies and facets of practices linked to the students` reality. By analyzing the virtual classes done by the couples, we noted that some of the Multimedia Principles were used, as the elaborations of good pedagogical material could empower the teaching and learning. Our research studies makes possible to the pre-service teachers reflect and develop technological, pedagogical and content knowledge by planning virtual classes using the Moodle Platform. / Em nossa pesquisa objetivamos investigar conhecimento, se algum, tecnológico, pedagógico e de conteúdo de professores de Matemática em formação quanto à utilização dos recursos multimídias. Vinculado ao Programa PRODOCÊNCIA/UEPB, nossa pesquisa busca incutir processos de reflexão crítica na formação inicial do professor de Matemática, em particular na Educação Matemática, com a utilização das tecnologias da informação e comunicação (TIC), podendo vir a contribuir para melhoria dos cursos de licenciaturas. Nossa pesquisa se deu por abordagem qualitativa, com a aplicação de uma proposta didática realizada entre os meses de março e junho de 2015. Os sujeitos participantes foram dez alunos do Curso de Licenciatura em Matemática da Universidade Estadual da Paraíba UEPB, que cursavam o terceiro período da componente curricular Informática Aplicada ao Ensino II. Os professores em formação foram organizados em duplas. Utilizamos como instrumentos de pesquisa para nossa coleta dos dados, observação participante, questionários, entrevistas (áudios) e notas de campo. Primeiramente, buscamos delinear o perfil das duplas com relação ao conhecimento de plataformas digitais e concepções ao cursar um componente curricular de formato distinto, no qual foi cenário desta pesquisa. Em seguida, analisamos o conhecimento, se algum, tecnológico, pedagógico e de conteúdo apresentado pelas duplas. Baseamo-nos no modelo teórico TPACK de Koehler e Mishra (2005). Também analisamos os recursos multimídias com a construção das aulas virtuais pelas duplas. Nesta fase de análise, foram utilizados pelos professores em formaçãoos Princípios Multimídias de Mayer (2001), que auxiliam na construção de materiais multimídias bem elaborados, podendo promover melhor aprendizagem. Com base nos dados analisados, podemos concluir que nossa pesquisa possibilitou oportunidade para professores de Matemática em formação estar ativos e engajados de forma plena tanto de modo individual como de dupla. Percebemos que por muitas vezes o professor em formação se forma com lacunas sobre gestão de sala de aula, ou seja, o conhecimento pedagógico é pouco explorado, fazendo com que a formação continuada fique sobrecarregada de responsabilidade com esse professor diante das novas tendências e vertentes de práticas coligadas com a realidade dos alunos. Ao analisarmos as aulas virtuais construídas pelas duplas, notamos que alguns Princípios Multimídias foram utilizados, tendo em vista a elaboração de bons materiais pedagógicos que podem vir a potencializar o ensino e a aprendizagem. A nossa pesquisa possibilitou professores em formação refletirem e desenvolverem conhecimentos, tecnológico, pedagógico e de conteúdo ao planejar aulas virtuais utilizando a Plataforma Moodle.