The aim of this study was to investigate, whether the aspect of interactivity (meaning problem solving interactivity) implemented in multimedia learning materials would positively influence learning outcomes of students. The third and fourth-grade pupils had been split up in two groups and they learned about a topic of natural sciences for about 20 minutes. The first group were studying from an interactive material - short educational game. The second group were studying from a noniteractive material - short educational animation. As variables we have chosen the following - the learning outcomes of the pupils, the amount of motivation to manipulate with the educational tool and the evaluation of atractivity of this tool. Based on multimedia learning theories (CTML, CATLM), we assumed that interactivity would enhance the extent of motivation, evaluation of atractivity and the learning outcomes. Our results partially confirmed our hypothesis. We found positive effect on motivation and evaluation, nevertheless we found no effect on learning outcomes - there was no difference between the groups within this domain. As one of the possible explanations we propose Sweller's cognitive load theory. KEYWORDS Multimedia learning, interactivity, educational animation, educational game, learning outcomes
| Identifer | oai:union.ndltd.org:nusl.cz/oai:invenio.nusl.cz:404885 |
| Date | January 2019 |
| Creators | Tetourová, Tereza |
| Contributors | Brom, Cyril, Lukavská, Kateřina |
| Source Sets | Czech ETDs |
| Language | Czech |
| Detected Language | English |
| Type | info:eu-repo/semantics/masterThesis |
| Rights | info:eu-repo/semantics/restrictedAccess |
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