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Incorporating motivation into multimedia learning
Abstract
What is the role of motivation in multimedia learning? Cognitive theories of multimedia learning tend to focus on instructional methods aimed at reducing extraneous processing (such as highlighting the essential material) or managing essential processing (such as breaking a lesson into parts), whereas motivational theories tend to focus on instructional methods aimed at fostering generative processing (such as adding appealing graphics or challenging scenarios). Moreno's (2005) cognitive affective theory of learning from media is intended to better incorporate motivation and metacognition into theories of multimedia learning, helping to extend or clarify Mayer's (2009) cognitive theory of multimedia learning and Sweller's (Sweller, Ayres, & Kaluga, 2011) cognitive load theory. The research presented in this special section examines motivating instructional features intended to promote generative processing—such as adding appealing graphics (Magner, Schwonke, Aleven, Popescu, & Renkl, 2013; Plass, Heidig, Hayward, Homer, & Um, 2013) or challenging scenarios (D'Mello, Lehman, Pekrun, & Graesser, 2013). Overall, motivational features can improve student learning by fostering generative processing as long as the learner is not continually overloaded with extraneous processing or overly distracted from essential processing.
... To achieve our research objectives, we draw on classical or traditional theories, that is, the Theory of Visual Rhetoric (Scott, 1994), the Elaboration Likelihood Model (ELM; Petty et al., 1983), and the Dual Coding Theory (Paivio, 1986), as well as on new approaches, that is, the Cognitive Theory of Multimedia Learning (Mayer, 2014). We conduct three experiments-two in a laboratory context and the other in a real setting. ...
... Hence, when messages include both verbal and visual content, consumers can achieve a more complete understanding than when only visual or verbal information is provided (Park et al., 2013). Based on this theory -and applied to the multimedia context- Mayer (2014) proposed the Cognitive Theory of Multimedia Learning, questioning the duality of both systems. When a user watches a video, two types of text are processed: written text, which is processed by both the verbal and visual systems, and spoken text, which is processed only by the verbal system (Mayer, 2014). ...
... Based on this theory -and applied to the multimedia context- Mayer (2014) proposed the Cognitive Theory of Multimedia Learning, questioning the duality of both systems. When a user watches a video, two types of text are processed: written text, which is processed by both the verbal and visual systems, and spoken text, which is processed only by the verbal system (Mayer, 2014). Individuals' limited capacity for memory and the active role they play in information processing leads them to select, organize, and integrate the stimuli (image or text) they consider to be relevant and to discard irrelevant stimuli. ...
Given the prioritization of video format in social networks, the interest of scholars and managers in the elements that determine their effectiveness has increased. This article analyzes image type (product vs. people) and written text’s role in message reinforcement. Three studies are carried out combining conscious and unconscious responses. We contribute to visual rhetoric literature, affirming image-based videos are more liked and shared versus short videos that are based on written text. Specifically, the images related to the content of the message are more liked than the image of a person that explains the content, although attention is greater when a person appears. As for the overwritten text, it favors the willingness to share short videos, but reduces likeability in videos with images related to content. Additionally, the unconscious response through electrodermal activity shows that short videos with persons and overwritten text achieve more emotional activation and avoid that attention wanes. These findings aid in designing effective short video content for brands and individuals that use social media to communicate.
... Visual Learning Preferences refer to the tendency to learn optimally through visual aids such as images, diagrams, and videos. Mayer (2014) explained that the aids could reduce cognitive load, promoting easier understanding of complex concepts by presenting information in a visually appealing and mentally manageable form. Ainsworth (2014) emphasized the importance of creating coherent and interactive visual learning resources to effectively engage students. ...
... Visual learning preferences featuring engagement with diagrams and charts can significantly influence the use of LI resources. Students with visual learning preferences tend to gravitate towards resources offering visually engaging content, such as online databases with interactive visualizations or multimedia tutorials (Mayer, 2014). Additionally, LI resources that incorporate visual elements, including infographics or image-based databases, may be more effective in capturing the attention and interest of visual learners, leading to an enhanced rate of usage (Ainsworth, 2014). ...
... The results corresponded with the research by Mayer (2014) which showed the influence of learning preferences on the choice of library materials consulted. Furthermore, certain students were suspected to gravitate towards resources offering visually engaging content, such as online databases with interactive visualizations or multimedia tutorials. ...
Background: The use of information resources by the Library and Information Science (LIS) undergraduate students in Delta State, Nigeria, was addressed based on diverse learning preferences, a critical factor potentially influencing academic success. Purpose: This research aimed to explore learning preferences among LIS undergraduate students and assess the influence on the use of information resources. Method: A correlational research design was applied, including 325 students selected through multi-stage sampling from seven state-owned universities in Delta, Edo, and Rivers states. Furthermore, data were collected through questionnaires, with 268 valid responses at an 82% retrieval rate. These were analyzed with descriptive statistics (frequency, percentage, and mean) as well as inferential statistics (Pearson’s product-moment coefficient, and ANOVA), with a criterion mean of 2.50 and an alpha level of 0.05. Result: The results showed that the students had varied learning preferences, including verbal presentations (68%), physical interaction with materials (66%), and watching educational videos (64%). Preferences significantly influenced the use of information resources (Agg. x̄ = 2.83), with a positive correlation between these two variables (r = .907, p < 0.05). Additionally, a significant difference was observed between the education level of students and learning preferences (F = 2,265 = 1189.172, p < 0.05). Conclusion: The students were found to benefit majorly from the combination of traditional and modern teaching methods. Mutual collaboration between university librarians and coordinators of information resources with the faculty was recommended to ensure the correspondence of educational materials to learning preferences.
... This contributes to intrinsic cognitive load related to the complexity of the task requirements. Only if there is remaining cognitive space can germane processing (sense-making), which offers generative cognitive load, be engaged in (Mayer, 2014). Educators need to appropriately reduce distractions and task complexity for their students' cognitive needs so that they can engage in sensemaking. ...
... Self-study also reduces opportunities to share working memory space (Kirschner et al., 2018). Nevertheless, structure and technological support, such as including videos, can reduce cognitive load and improve attainability (Mayer, 2014). This is possible even within the cognitively demanding domain of scientific inquiry (Kapici et al., 2022;Zacharia et al., 2015). ...
This is an explanatory mixed-methods module-duration longitudinal study. It investigates the role of a template and checklist, termed a “Scientific Method Heuristic,” in aiding two student cohorts (n = 48, n = 51) of preservice nonspecialist natural sciences middle-school teachers to design and plan an experimental investigation and the influence this may have had on their knowledge of the nature of science and scientific inquiry (KNOSSI). Convenience samples of students completed a questionnaire at the module’s conclusion (n = 38). They provided
pre- and post-answers to the Student Understanding of Science
and Scientific Inquiry (SUSSI) questionnaire (n = 32). Additionally,
a purposive sample (n = 4) of students whose designs were creative were interviewed. Written work was also collected for qualitative analysis (n = 48). Descriptive and inferential statistical analyses and content analysis were performed. The findings revealed high perceptions of the value of the heuristic in enabling rigorous and valid planning of experimental investigations with variable levels of creativity, an intensification of the naïve conception that scientists follow a single method and an enhancement of the sophisticated conception that scientists use creativity and imagination. The heuristic, which likely caused the intensification of the single method naïve conception, is argued to have largely enabled inquiry, which enhances KNOSSI sophistication. Furthermore, the perception that the heuristic
aided creativity suggests that the KNOSSI rise measured in this dimension may partly be attributed to the heuristic’s use. These findings are argued to be compatible with a Knowledge in Pieces (KiP) perspective, suggesting that avoidance of the Scientific Method may not be justified.
... Research has shown that web-based learning platforms can significantly enhance language acquisition by providing learners with a flexible and interactive environment [1]- [3]. Previous studies have demonstrated the effectiveness of combining multimedia elements-such as videos, audio recordings, and interactive exercises-in language learning tools [4]. However, despite these advancements, a notable gap remains in providing dedicated platforms for speaking practice, particularly at the intermediate level. ...
... The platform's layout and interactions were designed to mimic a classroom environment, including distinct sections for listening, watching, reading, and speaking. These elements are crucial for sustaining learner engagement and providing a comprehensive multimodal learning experience, which Mayer [4] suggests is essential for effective learning. By leveraging multimedia content, the website designed by this study supports the cognitive integration of auditory and visual information, enhancing comprehension and retention [7], [23]. ...
This study explored the adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) instructional model in designing and developing a website for the speaking practice of English as a foreign language (EFL) student at the university level. The feasibility of the website was measured through the evaluation of independent experts from three aspects of rating: web design, instructional content, and language usage. Six expert lecturers and 64 EFL students were invited to assess the website. Of these lecturers, two have expertise in multimedia and informatics, while the other four include two specialists in English instructional content and two in English linguistics. The assessments exposed that the web is easy to use by students and very practical in supporting students for learning; the content of learning material in the website has manifested the syllabus of English-speaking skill on the specified level; and the language used by the website is matched with the level of students' language proficiency. Therefore, this study successfully developed a prototype of a web-based language learning product that helps students practice English speaking at the intermediate level. Keywords: ADDIE model English as a foreign language Harati speaking Speaking skill Web-based language learning This is an open access article under the CC BY-SA license.
... Integrative cognitive processes and mental model construction when learning with multimedia (Korbach et al., 2020;Mayer, 2014 relevant insights from Coskun and Cagiltay's (2022) review. The measured cognitive process for each measure is listed in Table 5. ...
... In the CLML, Mayer (2014) illustrated the cognitive processes of selection, organization, and integration, where selection focuses on specific parts of the information, organization constructs relationships among the selected elements, and integration connects verbal and visual representations with prior knowledge from long-term memory. The connections between the measures and cognitive processes were reviewed and summarized. ...
Eye-tracking studies have been increasingly used to investigate student cognitive processes. While some existing literature has reviewed commonly used eye-tracking measures and analytical methods across different contexts, there remains a gap in clarifying the educational themes, cognitive theories, and specific cognitive processes most frequently examined in recent eye-tracking studies. To address this, this review synthesizes recent educational eye-tracking research analyzing student cognitive processes from January 2012 to November 2024. In total, 313 articles were reviewed, and several main findings emerged: (1) The majority of eye-tracking studies examined the themes of multimedia learning, reading performance, and problem-solving, while fewer focused on second language learning, computer-based tests, and individual differences. (2) About half of the studies were conducted under one or more theories, with Cognitive Load Theory (CLT), Cognitive Theory of Multimedia Learning (CTML), and Dual-coding Theory (DCT) being the most frequently applied. (3) Eye-tracking data were primarily collected from college students, and temporal and count measures were typically used to investigate the cognitive process of information organization rather than those of information selection and integration. (4) Basic statistical methods and linear mixed models were widely used to analyze student attention differences. The results of this review provide theoretical and practical insights into the strengths and challenges of using eye-tracking technology to assess the impact of pedagogical interventions in computer-based learning environments.
... Richard Mayer's Cognitive Theory of Multimedia Learning (CTML)can efficiently relate to the present study that animated videos of dental procedures affect patients' anxiety and decision-making. During multimedia presentations, effective learning takes place when a learner engages in necessary cognitive processing (Mayer, 2014). According to Mayer's CTML, the multimedia principle states that a person learns better if the explanation is accompanied by illustrations rather than being provided with text alone. ...
... Higher educated people might be more capable of taking in and assimilating the knowledge provided, which would lower their anxiety levels. This suggests that the effectiveness of animated videos is moderated by educational attainment, most likely as a result of variations in cognitive processing abilities and health literacy (Mayer et al., 2014). ...
Media has become an effective medium for disseminating health information in an explicit manner that satisfies the needs of the general public. This study investigates the effects of exposure to animated videos of dental procedures on patients' anxiety levels and decision-making. Animated videos have emerged as useful tools for presenting complicated medical information in an accessible and educating manner in the ever-changing world of health communication. A quantitative methodology was employed using a series of experiments on two groups: the experimental group received the intervention (Animated video of a procedure) and in-person consultation by the healthcare provider. The control group only received in-person consultation. The study's results revealed that exposure to animated videos might help patients reduce their anxiety and improve their decision-making regarding their treatment options before dental procedures. The findings show that age and gender may not be the predictors of anxiety levels and preparedness for decision-making. Educational level significantly affects the patient in alleviating anxiety and demonstrating more preparedness for decision-making.
... Richard Mayer's Cognitive Theory of Multimedia Learning (CTML)can efficiently relate to the present study that animated videos of dental procedures affect patients' anxiety and decision-making. During multimedia presentations, effective learning takes place when a learner engages in necessary cognitive processing (Mayer, 2014). According to Mayer's CTML, the multimedia principle states that a person learns better if the explanation is accompanied by illustrations rather than being provided with text alone. ...
... Higher educated people might be more capable of taking in and assimilating the knowledge provided, which would lower their anxiety levels. This suggests that the effectiveness of animated videos is moderated by educational attainment, most likely as a result of variations in cognitive processing abilities and health literacy (Mayer et al., 2014). ...
Media has become an effective medium for disseminating health information in an explicit manner that satisfies the needs of the general public. This study investigates the effects of exposure to animated videos of dental procedures on patients' anxiety levels and decision-making. Animated videos have emerged as useful tools for presenting complicated medical information in an accessible and educating manner in the ever-changing world of health communication. A quantitative methodology was employed using a series of experiments on two groups: the experimental group received the intervention (Animated video of a procedure) and in-person consultation by the healthcare provider. The control group only received in-person consultation. The study's results revealed that exposure to animated videos might help patients reduce their anxiety and improve their decision-making regarding their treatment options before dental procedures. The findings show that age and gender may not be the predictors of anxiety levels and preparedness for decision-making. Educational level significantly affects the patient in alleviating anxiety and demonstrating more preparedness for decision-making
... Theoretically, the "less is more" principle is supported by neuropsychological and cognitive theories of learning and education such as the Cognitive Load Theory (CLT; e.g., Sweller, 2011). Theories of cognitive load such as the CLT have received broad attention in the context of multimedia learning (e.g., Mayer, 2014). According to cognitive load theories, a learner's mental capacity in terms of attention, working memory, or information storage is limited in time and space. ...
... Moreover, the participants evaluated the artificiality of the pedagogical agent higher than its humanness. As was proposed theoretically (Sweller, 2011;Mayer, 2014), during learning, cognitive load is induced especially by information not related to the content because it can distract attention and interfere with the learning process (for a discussion see Dai et al., 2024). In the present study, the quiz performance that tested the correct recall of the content of the course and the recall of teacher characteristics that tested the degree of attention to the teacher were positively related. ...
Introduction
Building upon previous research, this study aims to provide answers to the questions of how the presence of a humanoid artificial pedagogical agent as teacher and instructor and visual self-other representation of the learners through avatars influence the immediate cognitive performance and learning experience in online learning among adult learners.
Methods
Several outcome measures were investigated to evaluate if effects are the same or different for the different experimental conditions and if learning with the pedagogical agent and visual self-other representation is modulated by the learner’s previous experiences with and preferences for online learning. Teacher presence and self-other presence of the learners were experimentally manipulated. A humanoid artificial agent, visible on all of the slides of the online course material and instructing the material represented the teacher. The avatars of the learners (self-avatar and peer avatars) were kept of minimal functionality but self-avatars were preselected or could be self-selected by the learners. The learner’s cognitive learning performance, the learner’s attention to the pedagogical agent, their sense of teacher presence and of self- and other-presence, their satisfaction with the course as well as the learner’s previous learning experiences were measured by cognitive testing, self-report, and linguistic analysis as major performance indicators and a positive learning experience. The analysis comprised 133 university students and results were additionally compared for two subsamples.
Results
Learning performance, learning satisfaction, and the attention paid to the teacher were positively related. In addition, positive evaluations of the cognitive presence elicited by the teacher were found. Self- or other-presence of avatars did not significantly influence the learner’s performance beyond teacher presence but the learner’s perception of it and their motivation to study online.
Discussion
The study and its results extend the previous literature that focused on the effects of pedagogical agents in online teaching or on virtual representations of the learner’s self and classmates in online learning. Despite limitations, the results of this study provide insights into combining teaching with artificial pedagogical agents and visual avatars for self-other representation during online teaching and the observations can serve as catalyst for future research.
... Video-based learning is defined as "the process of using video technology to acquire knowledge or skills" [25]. In the cognitive theory of multimedia learning [59], video-based learning offer better results compared to traditional teaching methods in terms of engagement and learning performance. ...
Danmaku, users' live comments synchronized with, and overlaying on videos, has recently shown potential in promoting online video-based learning. However, user-generated danmaku can be scarce-especially in newer or less viewed videos and its quality is unpredictable, limiting its educational impact. This paper explores how large multimodal models (LMM) can be leveraged to automatically generate effective, high-quality danmaku. We first conducted a formative study to identify the desirable characteristics of content- and emotion-related danmaku in educational videos. Based on the obtained insights, we developed ClassComet, an educational video platform with novel LMM-driven techniques for generating relevant types of danmaku to enhance video-based learning. Through user studies, we examined the quality of generated danmaku and their influence on learning experiences. The results indicate that our generated danmaku is comparable to human-created ones, and videos with both content- and emotion-related danmaku showed significant improvement in viewers' engagement and learning outcome.
... Schnotz et al., 2009). Mayer (2014) proposed that some design features within learning environments that may seem unnecessary from a classic CLT perspective may actually function to support processing through increased motivation. Considering that students with MD may have an increased likelihood of experiencing mathematics anxiety and that this added stressor may impact their working memory capacity, future CLT-based work should more carefully consider the role that both math anxiety and motivation play in impacting the extraneous load imposed by a task. ...
... Interesting learning media can increase students' attention and motivation to learn, so that the material presented is easier to understand and remember. In addition, the use of varied media, such as interactive videos, simulations, animations, and technology-based applications, can help students understand abstract concepts more concretely (Mayer, 2014). Effective interaction between teachers, students, and learning media can also create a more dynamic learning atmosphere. ...
Students' lack of understanding of the activities and movements in the invasion game material which refers to the learning objectives that are not achieved so that it has an impact on low student learning motivation. This study aims to develop an android-based learning media for elementary school students through the Developmentally Appropriate Practice (DAP) approach. This study is a type of development research (R&D) using the ADDIE development model. Data collection techniques in this study are quantitative data through material validation questionnaires, learning design validation, learning media validation, and determination of validation classification by experts based on the number of answer scores. Data are analyzed and processed descriptively into interval data using a Likert scale. The results obtained are in the form of an android-based learning media through the Developmentally Appropriate Practice (DAP) approach, which can be used as a learning media on material the invasion game of the fourth grade PJOK elementary school invasion game, the results of the feasibility assessment based on material validation with a score of 62 or 88.57%, a learning design validation score of 52 or 86.67%, and a learning media validation score of 69 or 92%. As well as the teacher's assessment as a practitioner of 91.02%. The effectiveness test results showed differences in student learning motivation before and after the implementation of the Android-based learning media through DAP. It was concluded that the android-based learning media that had been developed was declared effective for use in PJOK learning of invansion game material in Elementary Schools. The implication of this research is that the Android-based learning media through this approach can be used as learning media in PJOK learning activities.
... The variety of modes to convey information about an individual scientist may include text, verbal communication by an instructor or the scientist themself (as in Story Collider podcasts; Yonas et al., 2020), and/or visuals through videos, photographs, and drawings. Multimodal approaches such as verbal-plus-visual are generally more impactful as learning tools (e.g., see Mayer, 2014) and align with guidelines for Universal Design for Learning (CAST, 2024). Data Nugget activities, Project Biodiversify profiles, and the DataVersify activities (created collaboratively by the Data Nugget and Project Biodiversify curricular development teams) pair text written by the scientist with photographs of the scientist (Schultheis and Kjelvik, 2015;Schultheis et al., 2022;Zemenick et al., 2022;Costello et al., 2025). ...
Increasingly, curricular materials for undergraduate life science courses are designed to highlight scientists with identities and backgrounds that counter historical and stereo-typical representation in science. In this essay, we characterize the wide variation in the development and implementation of these curricular materials featuring counterstereo-typical scientists. Applying the Social Ecological Model of Behavior Change as a framework , we examine both personal and social elements of the benefits and costs related to designing and implementing curricula featuring counterstereotypical scientists from the perspective of three groups: students, instructors, and the featured scientists. The benefits of these materials for students are well documented, and we consider how these materials may likewise benefit instructors and the featured scientists themselves. However, we emphasize that, if not developed and implemented with attention to the diversity of personal, social, and contextual factors, such well-intentioned efforts may be ineffective or impact groups in inadvertent ways. Finally, we offer recommendations for highlighting counterstereotypical scientists in curricula. We call for additional research to effectively develop and implement materials featuring counterstereotypical scientists in ways that maximize benefits and limit possible costs to students, instructors, and the featured scientists .
... Apart from this, the integration of multimodality into the educational process has the potential to yield positive outcomes not only in terms of language acquisition but also with regard to the development of conceptual understanding and problem-solving abilities. Mayer (2014) posits that the conjunction of textual and visual elements in pedagogical materials facilitates students' cognitive structuring of information. Furthermore, the appropriate utilisation of multimodality on social media platforms facilitates the expeditious and efficacious conveyance of intricate subject matter to a vast audience. ...
This study investigates the impact of integrating visual and auditory modalities into neural machine translation (NMT) processes. Traditional text-based NMT models face limitations in translation quality due to their inability to capture contextual and cultural nuances effectively. This research demonstrates that incorporating visual and auditory elements—such as scene context, character expressions, intonation, and emphasis—leads to significant improvements in translation quality. The study highlights the capacity of multimodal models to preserve cultural and emotional contexts beyond linguistic fidelity. It explores the potential of these models in various applications, including subtitle translation, video game localization, and educational materials. The findings show that visual and auditory modalities enhance the interaction with linguistic context, producing context-aware and culturally aligned content in translation processes. Additionally, this work systematically compares deep learning models such as Transformer, BERT, and GPT, evaluating their characteristics in improving translation quality. The results indicate that new technologies integrating visual and auditory contexts offer significant advantages over traditional text-based models. This has important implications for both theoretical discussions and practical applications.
... To optimize learning through human-computer interaction, scholars have advocated incorporating social cues, such as integrating animated instructional agents and adopting a conversational style (Mayer, 2014). Adhering to personalization, instructional delivery in a conversational rather than formal style is posited to enhance deep and meaningful learning. ...
The History of Design course is a foundational component for art and design students; however, many students perceive it as abstract and unengaging, mainly due to its highly conceptual nature and traditional lecture-based teaching methods. To address these challenges, this study investigates the impact of AI-generated virtual instructors and a conversational teaching style on academic achievement, cognitive load, and student engagement in the flipped classroom. This study employed a 2 × 2 experimental design, with 124 first-year design students randomly assigned to four experimental conditions: human-formal (HF), human-conversational (HC), AI-generated-formal (AF), and AI-generated-conversational (AC). The results indicate that the AI-generated virtual instructor significantly enhances affective engagement and has a comparably beneficial effect on academic performance and cognitive load compared to the human instructor. Furthermore, the conversational teaching style considerably improves students’ academic performance, reduces cognitive load, and fosters engagement. These findings suggest that integrating generative AI tools with conversational teaching style within a flipped classroom model not only optimizes students’ learning experiences but also offers a practical framework for reducing educators’ workloads while contributing valuable insights into the application of generative AI in education.
... To understand the essence of online learning, two key theories have been discussed: Mayer's (2014) cognitive theory of multimedia learning and Paas and Sweller's (2014) cognitive load theory. The cognitive theory of multimedia learning focuses on the interaction between multiple representations in multimedia learning, whereas cognitive load theory concentrates on reducing working memory load through effective instructional design. ...
... The main multimedia project uses the ActionScript 2.0 version of Adobe Flash CS 6. Multimedia is a combination of text, images, animation, audio, and video to convey information (Hardiyana & Yudistira, 2018). Learning is a process carried out by humans who previously could not be able to (Mayer, 2014). Interactive is a two-way communication carried out by at least two humans/objects ( Van der Kleij, et al., 2015). ...
Multimedia is a key focus within the Information Systems Study Program at Universitas Komputer Indonesia. With increasing student interest and certification from the National Professional Certification Agency, more students are producing quality multimedia theses. However, many lack understanding of theoretical principles such as project and file management, which this research aims to address for both academic and real-world applications. This research was conducted at PS-SI UNIKOM. The research data was taken from the collection of thesis students of the UNIKOM PS-SI even semester academic year 2019/2020. The focus of this research is using the Adobe Flash CS 6 version ActionScript 2.0 approach. This study expects students to understand multimedia scientific principles and implement them in a real thesis and multimedia project. Implementing project management and file management in the multimedia field will help developers develop multimedia application products effectively and efficiently.
... According to the cognitive theory of multimedia learning, attention is crucial for actively selecting relevant stimuli (Mayer, 2014). When instructions are in an unfamiliar language, workers may struggle to focus their attention on the content, due to the cognitive effort required to decipher the language. ...
The study focuses on exploring the effectiveness of various training modalities, including pictorial, video and virtual reality, in safety training for a multicultural workforce, specifically in the context of solar panel cleaning processes. Drawing on cognitive load theory and Kolb's learning cycle, the research aims to enhance self-efficacy and knowledge retention despite language barriers. The research questions center on learning modalities, working memory, information retention, self-efficacy, and real-world work performance, addressing the gap in safety training for multicultural workers in the building industry. By comparing the impact of different training modalities on learning outcomes, the study found that virtual reality training led to higher self-efficacy and task value scores, even with increased workload demand. However, no significant differences were observed in self-efficacy, task value and workload demand between the pictorial, video, and virtual reality training modalities. The research underscores the importance of addressing language barriers and different learning styles in safety training effectiveness, emphasizing the benefits of using pictorial aids, vide, and virtual reality technology. The research underscores Virtual Reality’s role in boosting training retention and engagement. The study's methodology involved six participants, randomly assigned to different training groups, with a focus on the solar panel cleaning process. The evaluation of training modalities was based on their effectiveness in improving knowledge retention and skill development. The findings suggest the need for further research to explore the long-term effects and scalability of virtual reality training in safety training across various industries, shedding light onto the role of cognitive load theory in information processing within safety training contexts.
... The theory of multimedia learning, as noted by Mayer (2014) emphasize the combination of visuals and text in digital contexts to foster comprehension and memory retention. Through this multisensory approach, students can grasp the concepts easily, while making their learning memorable. ...
As globalization progresses, the need for proficiency in a common language grows, placing emphasis on effective language learning. Vocabulary retention, as a core aspect for students’ language learning, remains challenging for non-native learners. To achieve this, many educational institutions incorporate digital technologies that support long-term memory retention. Game-based learning, especially when integrated with reward mechanisms, has been shown to enhance students’ motivation by providing goal-oriented incentives. This study developed the "Max Vocab Fun" app, an English vocabulary learning tool for third-grade elementary students, incorporating game-based rewards. A one group, pre-test and post-test quasi-experimental design examined the app's impact on students' vocabulary acquisition and motivation. The ARCS Model Learning Motivation Scale used to measure the motivational impact of the app's reward mechanisms. Findings show significant improvement in vocabulary retention, with the gamified approach notably benefiting lower-achieving students. Overall, the app effectively increased motivation and contributed to a more positive learning environment, demonstrating the potential of integrating game-based rewards into language learning to improve outcomes for diverse student groups.
... Additionally, roadmap interfaces that show the organization of the video content, along with corresponding narrations, can be considered a form of signalling, as they draw attention and guide learners' focus to important information in the video and each section. Mayer (2014) emphasized the role of motivational features in multimedia learning environments. Gamified experiences are consistent with this argument because they include elements that influence students' interests and emotions. ...
Despite the rapid growth of video‐based learning in higher education, students face challenges in sustaining their full attention on video lectures. While gamification has been used to engage students, there have been few attempts to gamify in‐video learning. The study aimed to create a gamified instructional video and examine the effects on learning. We identified gamification principles that can be incorporated to gamify in‐video components. An experiment conducted for validation purposes involved 48 undergraduate and graduate students. The results revealed that the participants who learned from the gamified instruction video (ie, experimental group, n = 23) had higher levels of necessary cognitive load required for accomplishing the given tasks than the participants who learned from a conventional video (ie, control group, n = 25). Although there was no significant difference in situational interest, the experimental group also exhibited better achievement, higher levels of intrinsic motivation, and learning satisfaction than the control group. Interview results revealed that the experimental group had a positive learning experience and clarified how the gamification strategies contributed to the outcomes. We discuss the implications of this study for research and practice.
Practitioner notes
What is already known about this topic Video‐based learning (VBL) is recognized for its ability to accommodate students with diverse educational needs, and higher education has paid attention to its accessibility.
During VBL, students face challenges in sustaining their full attention on video lectures unless they are highly motivated to learn. Moreover, students lack access to receive real‐time guidance and feedback.
What this paper adds We created a gamified VBL environment by embedding game elements into an instructional video.
The experimental results indicated that the gamified video did not significantly increase learners' situational interest but enhanced necessary cognitive load, intrinsic motivation, learning satisfaction, and academic achievement. Interview findings supported these results, revealing that the gamified video effectively reduced unnecessary cognitive load while increasing cognitive efforts toward achieving learning objectives, thereby fostering engaging learning experiences.
Implications for practice and/or policy Our attempts to create gamified instructional videos demonstrated how to enhance video lectures through gamification strategies and offered guidance for the design of gamified instructional videos.
We also contributed to the exploration of gamification strategies in education and the potential of relatively underexplored gamification elements.
... According to Lin et al. (2017), integrating interactive and multimedia-enhanced learning tools can transform traditional classroom settings into dynamic learning environments, making the content more engaging and accessible. These digital tools are especially beneficial for students who struggle with traditional textbook-based methods, as they provide visual and interactive representations of abstract statistical concepts, catering to a variety of learning styles (Mayer, 2014). By offering a more engaging and multimodal learning experience, e-learning modules can increase students' motivation and interest in the subject matter, making statistics more approachable and less intimidating (Bilgin et al., 2017;Lovett & Lee, 2017). ...
... In addition, its audio-visual character improved learners' speaking ability, making them more motivated. It is worth highlighting that online educational videos facilitate learning by using the dual-channel of auditory and visual pathways, which, when combined with motivation, further improves the learning process (Mayer, 2014). ...
... Validation was conducted based on five main aspects: pedagogical, technical, interactivity, aesthetics, and design. The pedagogical assessment, scoring 0,86, shows that the media is designed to meet students' learning needs, supporting Mayer (41) theory emphasizing the importance of pedagogical alignment in learning media. Technical and aesthetic assessments scored 0,84 and 0,85, respectively, reflecting a well-designed application in terms of usability and visual appeal. ...
This study aims to develop an Android-based digital learning media to enhance student engagement and understanding in the Analysis and System Design course at Universitas Negeri Padang (UNP). The development of this media was carried out using the Multimedia Development Life Cycle (MDLC) method, which includes the stages of concept, design, material collection, assembly, testing, and distribution. Validation was conducted by experts in pedagogy, design, and technology to ensure the quality of the media, with the validation results showing an average Aiken V value of 0.84, categorized as valid. Additionally, Black Box Testing was performed to ensure that the application's features, such as navigation, content delivery, and task submission, functioned properly. The results of the study indicate that this Android-based learning media is effective in supporting learning, providing flexible access, and increasing student interaction and engagement with the material in the Analysis and System Design course. This media has proven to be a useful tool for improving learning outcomes by presenting multimedia content that can be accessed through Android devices. Future research is expected to develop the compatibility of this media on other platforms and assess its impact on student learning performance.
... These tools can be used to convert the teacher-centered pedagogy to learner-centered one in which the students will take ownership of their learning [10][11][12][13]. It has been shown that proper implementation of carefully designed multimedia tools in instruction improves teaching by motivating students toward learning, and enhancing student learning of the material [14][15][16][17][18][19][20][21][22][23][24]. ...
Multimedia communication refers to more than one medium of communication. For example, if we consider a textbook, it has some text at a minimum. It may also have pictures, graphs, tables of data, and so on. In the modern era of digital technology, its span has widened to audio and video recordings and interactive animations. This paper investigates the effectiveness of interactive multimedia tools in improving student learning of physics concepts in introductory college courses. We implemented interactive multimedia tools in the studio-style and Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) classroom settings, and studied their impact on student learning of physics concepts through surveys on their perceptions related to the learning activities based on those tools. Our analysis of the survey data shows that the majority of the students who participated in the surveys found the interactive multimedia activities helpful for learning physics concepts.
... In recent years, the mediarich nature of these platforms has led to a gradual shift in the type of information shared by the public, encompassing not only textual content but also a plethora of visual elements such as images and videos. Because of the "Multimedia Effect" (Mayer 2002), multimedia content such as images and videos exerts a heightened allure on individuals (Jamet, Gavota, and Quaireau 2008;Mayer 2014). Furthermore, visual content is commonly utilized as substantiating evidence Figure 1: Various types of multimodal fake news in Twitter. ...
Social platforms, while facilitating access to information, have also become saturated with a plethora of fake news, resulting in negative consequences. Automatic multimodal fake news detection is a worthwhile pursuit. Existing multimodal fake news datasets only provide binary labels of real or fake. However, real news is alike, while each fake news is fake in its own way. These datasets fail to reflect the mixed nature of various types of multimodal fake news. To bridge the gap, we construct an attributing multi-granularity multimodal fake news detection dataset \amg, revealing the inherent fake pattern. Furthermore, we propose a multi-granularity clue alignment model \our to achieve multimodal fake news detection and attribution. Experimental results demonstrate that \amg is a challenging dataset, and its attribution setting opens up new avenues for future research.
... Building on research from cognitive science [40] and multimedia learning [41], as well as guidance from educational and technology specialists at UCSD, videos were kept relatively short (approximately seven to ten minutes) and were filmed in UCSD's professional studio. Each video is accompanied by a "quick recap" that briefly summarizes the main learning objectives of the video as recommended by prior research in this area [27,37,38,40,42]. ...
Despite the importance of data literacy skills for academic and professional careers, learning these skills is a source of stress and difficulty for undergraduate students. This study first introduces an online supplemental instruction resource to support student learning in an introductory data analysis course at a large public university. To evaluate its impact, we conduct a pre-registered double-blind within-subject experiment. Each student is randomly assigned to a subset of the online supplemental instruction modules and takes an exam assessing concepts covered by the course material and supplemented by the modules. Access to the online supplemental instruction modules improves student performance on exam questions, and students who engage with the modules improve exam scores even more. We find no differential impacts based on pre-treatment GPA or underrepresented status, and a post-experiment survey suggests that the online supplemental instruction modules are also well-received by students. This study shows that asynchronous online supplemental instruction resources are a promising way to support student learning in data literacy.
... The studies reported that interactive and video-based learning environments were wellreceived by students, enhancing their engagement and satisfaction. This is in line with research that highlights the importance of interactivity and multimedia in maintaining student interest and motivation [45,46], although the review by Ulum was not specific to medical education [45]. However, some studies noted that while digital methods were effective, students still valued the personal interaction and hands-on experience provided by traditional face-to-face training [31,39]. ...
Background
The constraints imposed by the COVID-19 pandemic has led to the rapid development and implementation of digital methods for teaching clinical skills in medical education. This systematic review presents both the benefits, challenges, and effectiveness of this transition.
Methods
A systematic search of six electronic databases (SCOPUS, Medline, CINAHL, PsycINFO, ERIC & Informit) was conducted on 1st October 2023 and updated on 1st April 2024 to identify peer- reviewed articles, from 2019 onwards, which used any type of digital tool (online or otherwise) to teach clinical skills to medical trainees (undergraduate or postgraduate) and were published in English language. The primary outcome synthesised was the reported effectiveness of these digital tools in the development of clinical skills. Risk of bias of included studies was assessed using the Quality Assessment With Diverse Studies (QuADS) tool.
Results
Twenty-seven studies involving 3,895 participants were eligible for inclusion in this review. The QuADS quality assessment scores ranged from 22 to 35, indicating medium quality and thirteen of the studies were randomized trials. Overall, digital teaching of clinical skills demonstrated improved or comparable outcomes to in-person teaching. There was a beneficial effect of digital learning tools on assessment outcomes, with meta-analysis showing a mean difference increase of 1.93 (95% CI 1.22 to 2.64), albeit with a high amount of statistical heterogeneity I2 97%, P < 0.001. Digital clinical skills teaching also resulted in improved student satisfaction scores in many situations and was also shown in one study to be cost effective.
Conclusion
Teaching of clinical skills using digital tools is an important alternative to the traditional format of face-to-face delivery, which is resource intensive and difficult to implement during a pandemic. This review demonstrates their potential efficacy in improving education outcomes, student satisfaction and potentially reducing costs. However, the integration of traditional and innovative digital teaching methods appeared to provide the most comprehensive learning experience. Future research could focus on longitudinal studies to assess the long-term impact and efficacy of different digital and blended learning modalities on the acquisition of clinical skills and professional competencies.
... Multimedia that has been developed contains material about Krumpyung art, namely about the early history of Krumpyung art development, the role and function of Krumpyung art for the community, Krumpyung musical instrument forms, and video tutorial material to answer questions about how to play Krumpyung musical instruments properly and correctly. This multimedia characteristic was designed for grade VI elementary school students, with a cartoonish appearance and the use of diverse colors to attract the interests and motivations of students to learn it [17] [18]. The opening music used astheback songwas a combination of Krumpyung musical instruments that are played together and will give the distinctive feel of Krumpyung musical instruments. ...
... Appropriate positioning and sequence interface will give students a better understanding of how to use an appropriate thinking map based on a given situation. As long as the learner is not constantly overwhelmed with extraneous processing or excessively distracted by important processing, motivational elements can enhance student learning by supporting generative processing (Mayer, 2014). As conclusion, through collaboration with multimedia elements and principles, multimedia learning environment will able to arouse motivation during learning incorporating the suitable representation through MoSTMaT. ...
This study emphasized the challenges in teaching and learning fundamentals of programming as a consequence of the lack of metacognitive awareness, which is associated with problem-solving abilities. These abilities can be enhanced through the use of thinking maps, but they are typically used only in school and under the supervision of a teacher. Additionally, the practice is conducted in a typical manner, with no interesting features incorporated into the process, and it does not promote the development of metacognitive awareness. Therefore, the purpose of this study is to produce a learning tool to train computing students using thinking maps in the multimedia environment to enhance their metacognitive awareness. The developed tool called Motivated Strategies Thinking Maps Tool (MoSTMaT) embeds multimedia principles as well as motivated strategies for learning theory to keep students motivated and able to learn in the self-regulated learning environment. The tool was developed using ADDIE instructional design model and was evaluated by the end user namely computing students. A set of questionnaires containing three parts was applied to measure the acceptance of students; 1) multimedia principles, 2) post-study system usability, and 3) motivated strategies for learning was applied to measure the acceptance of students. The result of this study indicated that students agreed that the multimedia application in the tool is suited for students’ usage, has adequate information on thinking maps, a user-friendly interface, and is suitable to be used in the self-regulated mood. The implication of this study is the conceptual framework for developing MoSTMaT can be a guide for developing instructional tools in self-regulated learning. Furthermore, this study demonstrated that multimedia principles and elements had a beneficial impact on motivation and self-regulation among computing students.
Mathematics education often struggles to deliver abstract concepts, such as perimeter and area of plane figures, due to a lack of innovative instructional media. This study aims to: (1) design and develop instructional media in the form of digital comics based on the Indonesian Realistic Mathematics Education (PMRI) approach; (2) evaluate the media’s feasibility through expert validation; and (3) measure its effectiveness in improving students’ learning outcomes. This research employed the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation) with fourth-grade elementary school students as subjects. Data were collected via interviews, expert validation questionnaires, and multiple-choice tests. Validation results indicated excellent quality, with average expert scores of 95.45% for material, 90% for design, and 93.75% for media. Effectiveness testing showed significant improvement in learning outcomes, with a post-test mean score of 79 compared to a pre-test mean score of 63. The t-test results (t-calculated=2.10> t-table=1.70) confirmed the media’s effectiveness. This study concludes that PMRI-based digital comics are valid, feasible, and effective in enhancing mathematical understanding. The findings imply that this media can be adapted to other subjects to foster more interactive, contextual, and engaging learning experiences in elementary education.
Penggunaan media pembelajaran dalam pendidikan IPA semakin penting untuk meningkatkan kompetensi dan motivasi belajar siswa, namun masih terdapat kesenjangan dalam pemahaman tentang efektivitas manajemen media yang strategis. Penelitian ini bertujuan untuk mengeksplorasi peran pengelolaan media pembelajaran dalam meningkatkan kompetensi siswa serta memahami pengaruh preferensi siswa terhadap media pembelajaran terhadap motivasi belajar mereka. Penelitian ini menggunakan desain kuantitatif dengan metode survei. Sampel terdiri dari 54 siswa Sekolah Menengah Pertama (SMP) di Provinsi Sumatera Utara yang dipilih menggunakan metode convenience sampling. Data dikumpulkan melalui survei daring yang mencakup empat konstruk utama: strategi pengelolaan media pembelajaran guru, kompetensi IPA siswa, preferensi siswa terhadap media pembelajaran, dan motivasi belajar siswa. Analisis data dilakukan menggunakan perangkat lunak SmartPLS (V.4) untuk menguji validitas dan reliabilitas instrumen penelitian, serta SPSS (V.26) untuk menganalisis hubungan antarvariabel melalui analisis regresi berganda (univariate; model ENTER). Hasil penelitian menunjukkan bahwa pengelolaan media pembelajaran yang efektif, terutama dalam memvisualisasikan konsep kompleks, memiliki pengaruh signifikan pada peningkatan aspek prosedural kompetensi siswa, meskipun pengaruh terhadap pemahaman konseptual masih terbatas. Selain itu, preferensi siswa terhadap media yang relevan, menarik, dan kontekstual terbukti secara positif memengaruhi motivasi mereka, terutama dalam aspek keterlibatan aktif dan kenyamanan belajar. Temuan ini menyoroti pentingnya desain media yang interaktif dan strategis serta perlunya pelatihan guru dalam memaksimalkan penggunaan media pembelajaran. Implikasi dari penelitian ini mencakup pengembangan kebijakan pendidikan yang mendukung integrasi media pembelajaran berbasis preferensi siswa serta peningkatan kapasitas guru dalam mengelola media secara efektif guna meningkatkan hasil belajar siswa.
This research compares ChatGPT, known as AI chatbot, with human raters to assess its capability as an automated scoring system in grading essays. The objective is to determine whether ChatGPT can effectively evaluate elements such as grammar, coherence, and organisation in essays comparable to human raters. To ensure the evaluation aligns with the Malaysia's education system, this research has utilised written essays from an English university course as a sample. This approach helps the researchers understand how well ChatGPT performs within Malaysian's education context. Data were collected using ChatGPT and human rater. The findings of this study revealed that ChatGPT can be used as an automated scoring system because there is no significant difference between human raters in assessing grammar and organization. However, monitoring from humans is needed as there are significant differences in assessing coherence. It is believed that the findings from this study can help the university and the Ministry of Education to be clear about the ChatGPT as an automated scoring system.
This study investigates the influence of pesantren, Indonesia's oldest Islamic educational institution, on practicing environmental education based on Islamic values. This study adopts the method of library research, in which it uses secondary data from scientific books, journal articles, research reports, official documents, and Islamic texts. Three main aspects of the analysis include the theological basis of environmental responsibility in the Qur'an, the global and local context of environmental education, and pesantren education in terms of structure and culture. Khalifah, Mizan, and Hifdz al-bah are considered sustainable, ethical frameworks. The findings revealed that pesantren encountered major challenges in combining modern environmental education but possess special strengths like solid moral principles, local values, and close relationships between teachers and students. These include the constraints of the curriculum, the lack of resources, and teachers not being trained for this type of interdisciplinary and STEAM (Science, Technology, Engineering, Arts, Mathematics) methodologies. Notwithstanding these barriers, pesantren can adapt traditional religious teaching to meet contemporary sustainability demands through curriculum reform, community-based initiatives, and partnerships with external funders. The model developed in this study shows that pesantren can be a transformative institution to promote sustainability with a potent amalgamation of Islamic ethical values and modern forms of education. This may lead to a transformative education approach for sustainability from pesantren. The new model underscores systematic curriculum development, teacher capacity-building, and external partners that can help support resource provision. As moral and educational forces in society, pesantren are expected to play important roles in local and global sustainability, shouting to the Sustainable Development Goals (SDGs), especially in quality education and climate action.
Context: The integration of English language teaching with STEM disciplines has gained traction as an innovative approach to enhance learning and prepare students for future challenges. Objective: To propose a framework based on the ARCS model (Attention, Relevance, Confidence, and Satisfaction) for designing educational programs that effectively integrate English language teaching and STEM disciplines, considering the principles of educational neuroscience. Method: A comprehensive literature review was conducted in academic databases, applying filters to include only relevant studies. A thematic analysis was performed to identify patterns and recurring themes. Results: Strategies and concrete examples for applying the ARCS model in integrated English and STEM teaching are presented, supported by neuroscientific principles. Success cases and challenges reported in the literature are highlighted. Conclusion: The ARCS model, backed by educational neuroscience, provides a solid framework for designing programs that integrate English language teaching and STEM disciplines, promoting motivating, meaningful, and long-lasting learning.
Tujuan Penelitian adalah untuk mengetahui hasil belajar berhitung bilangan bulat dengan menggunakan media manik-manik pada siswa kelas IV MI Miftahul Huda Gempol Kurung Menganti-Gresik. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK), subjek penelitian adalah siswa kelas IV yang bejumlah 26 siswa. Teknik pengumpulan data dalam penelitian ini menggunakan teknik tes dan observasi. Data yang terkumpul menggunakan analisis kualitatif untuk data observasi, dan analisis kuantitatif untuk data tes, penelitian ini dilaksanakan selama 2 siklus. Berdasarkan hasil penelitian yang diperoleh siswa pada pra siklus, siklus I dan siklus II maka dapat diketahui bahwa media manik – manik dapat meningkatkan hasil belajar siswa kelas IV materi penjumlahan dan pengurangan bilangan bulat, aktivitas guru dari 72% pada siklus I meningkat menjadi 85,33% pada siklus II, Persentase aktivitas siswa meningkat dari 73,33% pada siklus I menjadi 83,33% pada siklus II. Untuk hasil belajar siswa juga mengalami peningkatan dari 42,30% pada pra siklus menjadi 69,23% pada siklus I dan meningkat lagi pada siklus II yaitu mencapai 96,15%
This research examines the learning styles of the alpha generation in the digital era, the alpha generation is a generation consisting of children and born after 2010, the alpha generation is very close to the world of technology and digital, they grow and develop with digital devices such as smartphones and computers. This research aims to find out the learning style of the alpha generation, including their tendency in online learning media, digital learning methods, as well as the importance of the role of parents and teachers in guiding the wise use of technology. The results of this study show that Generation Alpha tends to be interactive towards technology-related learning media and methods such as animation, audio media, educational games, learning apps, and virtual reality (VR). They are very responsive to digital information that is presented visually and auditory that is interesting and easily accessible. The research also found that the role of teachers and parents is very important in guiding and directing the Alpha generation in utilizing technology optimally, so that they can develop their ability to obtain information, use technology, and balanced social-emotional skills.
Atçılık sektörü için iş sağlığı ve güvenliği (İSG) kritik bir öncelik olmasına rağmen iş kazaları ve meslek hastalıklarına ilişkin araştırmalar sınırlıdır. Atçılık işletmelerinde çalışma ortamındaki fiziksel, kimyasal, psikolojik, ergonomik ve biyolojik risk faktörleri hem atların hem de çalışanların sağlığını olumsuz yönde etkileyebilmektedir. Bu riskler iş kazalarına ve hastalıklarına yol açabileceğinden, bu risklerin yönetimi İSG kapsamında büyük önem taşımaktadır. İSG’nin temel amacı, iş kazalarını ve hastalıklarını önleyerek hem atların hem de çalışanların sağlığını korumaktır. Bu çalışmanın amacı, atçılık sektöründe karşılaşılan riskleri ele alan elektronik öğrenme (e-öğrenme) materyallerinin geliştirme sürecini öğretim tasarımı perspektifinden incelemektir. Çalışma, tasarım tabanlı bir araştırma yaklaşımıyla yürütülmüş ve öğrencilerin ihtiyaçlarını, öğrenme çıktılarını ve diğer beklentilerini belirlemek için bir eğitim ihtiyaçları analizi yapılmıştır. Eğitim içerikleri hedef kitleye uygun olarak oluşturulmuş ve bu süreçte eğitim teknologlarından destek alınmıştır. İçerik akış diyagramları uzman danışmanlar tarafından hazırlanmış; ön test ve son test soruları atçılık sektöründeki riskleri içerecek şekilde düzenlenmiştir. E-öğrenme materyalleri, eğitim tasarımcıları tarafından Articulate Storyline 360 gibi yazılımlar kullanılarak geliştirilmiş ve yapay zeka destekli seslendirme ile zenginleştirilmiştir. Tasarlanan e-içerikler SCORM formatında kayıt altına alınarak eğitim yönetim sistemine yüklenmiştir. Katılımcılar, belirli süreler içinde eğitim yönetim sisteminde tanımlanarak eğitime dahil edilmiştir. Geliştirilen atçılık sektörü modülü, iki konu uzmanı, bir eğitim teknologu ve iki öğretim tasarımcısı tarafından dört ayda tamamlanmıştır. Türkiye Yükseköğretim İstatistikleri 2021-2022'ye göre Bursa, Kocaeli, Ankara, Erzurum, Eskisehir, Elazığ, Şanlıurfa, Atçılık ve Antrenörlük Programlarına kayıtlı 944 önlisans öğrencisinden 104'ü (%47,1 erkek, %52,9 kadın) İstanbul, Malatya, Nevşehir ve Kastamonu'ya ulaşılmıştır. Araştırma bulguları katılımcıların e-öğrenmeye karşı kararsız bir tutum sergilediklerini ve e-öğrenmeden kaçındıklarını göstermektedir. Ancak atçılık sektöründeki riskler hakkında bilgi edinme amacıyla hazırlanan e-öğrenme materyalinin katılımcıların başarısını olumlu yönde etkilediği belirlenmiştir. Çalışma sonucunda katılımcıların %82,7'sinin atçılık sektöründeki riskleri öğrenmede başarılarının arttığı görülmüştür.
Learning outcomes are expected results that a learner should be able to demonstrate at the end of a course or programme. The Outcome-Based Education consists four basic components. The first and basic element of OBE is framing of learning outcomes. All other elements of OBE is based on learning outcome framed at the beginning of designing curriculum or teaching learning process. Appropriate knowledge and resources must be identified for the attainment of specified learning outcomes. Modes of transaction to transact the knowledge and to attain the learning outcomes is the third element of OBE. Finally, attainment of learning outcomes must be assessed using appropriate tools and technique. Assessment in OBE consists of self assessment of learners, continuous assessment and term assessment by instructors.
Technologieakzeptanz ist ein Schlüsselmerkmal für die Nutzung innovativer, digitaler Techniken und Methoden in verschiedenen
Bereichen des Sports. Aufbauend auf einer begrifflichen und theoretischen Einordnung von Technologieakzeptanz greift das vorliegende Kapitel die verschiedenen Facetten des Sports auf und beschreibt sowohl die diesbezügliche Forschungslage als auch die Instrumente der Technologieakzeptanzforschung im
Sport. Die existierenden Modelle und Theorien zur Erklärung von Technologieakzeptanz bauen zumeist auf klassischen psychologischen Verhaltensmodellen auf und besitzen entsprechend eine wichtige Funktion im Sinne der Erklärung der Verhaltensabsicht und der Nutzung neuer Technologien. Im Bereich des Sports findet Technologieakzeptanzforschung vor allem im Sektor Gesundheit und Rehabilitation statt, am wenigsten jedoch im Leistungssport. Ausblickend lässt sich festhalten, dass das Feld der Technologieakzeptanzforschung im Sport in verschiedener Hinsicht entwicklungsbedürftig ist. Insbesondere sollten zukünftige Arbeiten in der Technologieakzeptanzforschung stärker auf ein Change Management ausgerichtet sein, also die Veränderung in der Nutzung neuer Technologien theoretisch und empirisch besser beschreiben.
In the digital age, organizations are increasingly adopting innovative methods to train and develop their employees. E-learning, or electronic learning, has emerged as a key tool in this area, offering flexibility, cost efficiency, and a wide range of interactive content. This scientific article explores the possibilities of using e-learning in the training and development of employees, discussing its benefits, implementation strategies, and potential challenges. The article also provides insights into how e-learning can be effectively integrated into corporate training programs to enhance employee skills and organizational performance.
Background: There is usually an apprehension fear among medical student and doctors about use of statistics in their academic study. Objective: This study aim to compare the impact of three teaching methods to popularize the concept of positive deviance (PD) through Normal curve theory among medical student. Materials and Methods: This quasi-experimental study was conducted over two months. 149 first-year MBBS students were divided into three groups, receiving different interventions. Kruskal-Wallis H test and Paired t test applied to see the statistical significance of intervention. Results: A Total 149 students during post-intervention assessments showed significant improvements (p < 0.001) in knowledge scores across all groups, with the Positive deviance (PD) approach demonstrating the most gains (Cohen's d=12.671). Conclusions: This study conclude that the implementation of the normal curve along with PD as a conceptual framework proven to be a significant technique which highlights the effectiveness of using Normal curve and PD concepts to make statistics easy for medical students.
The increasing adoption of E-learning, accelerated by technological advancements and recent global events, raises questions about its effectiveness compared to traditional face-to-face (FTF) methods in English language education. This study examines the differential effects of FTF and E-learning approaches on learning outcomes, retention, and student engagement in English language courses. Using a library research methodology, the study systematically reviews and synthesizes findings from existing literature. Results indicate that while E-learning provides flexibility and access to diverse resources, it may sometimes fall short in fostering the interpersonal interaction crucial for language development. In contrast, FTF methods are shown to enhance student motivation and retention through direct engagement and immediate feedback. The study also explores the benefits of blended learning models, which integrate elements of both approaches to maximize educational outcomes. These findings suggest that the choice of instructional method should be tailored to specific educational contexts and learner needs, emphasizing the importance of strategic course design and pedagogical practices.
In today's educational environment, it is essential to introduce innovative methods to increase students' activity and improve learning results. In this study, a detailed examination of domestic and foreign literature is conducted to analyze gamification's effectiveness and specific aspects in various educational settings. The main goal of the study is to evaluate the effectiveness of gamification in the educational system of Kazakhstan, paying special attention to the use of gamification in teaching physics. To achieve this goal, mixed methods were used, including qualitative and quantitative analysis. The survey involved 59 randomly selected students of 8 and 10 grades of general education schools in Kazakhstan and studied a set of tasks related to the game in the classroom. The results of the survey showed that gamification is accepted as an effective method in the teaching of physics in the Kazakhstan education system. Pupils' attitudes towards game-based learning were positive, indicating an improvement in their motivation and engagement levels, as well as an improvement in their understanding of physics. To increase student engagement in STEM subjects, educators should consider incorporating gamification into the curriculum.
In recent years, due to the rapid development of information and communication technologies, online education has grown exponentially, opening up new perspectives in the field of education, but it faces many challenges related to learner engagement, retention and quality of learning. E-learning has become a widely adopted learning method worldwide. In this context, innovative pedagogical methods play an essential role, offering teaching methods adapted to the needs of today's learners. This study focuses on innovative pedagogical methods in the context of online education. In this study, we explore several innovative pedagogical methods using digital technologies (gamification, microlearning, personalization, machine learning, virtual reality integration, etc.). We explore how these approaches are implemented, their benefits and how they can overcome traditional barriers to online teaching. Our findings highlight the benefits of these approaches in terms of learner engagement, enhancing the overall learner experience.
eLearning has become a widespread and integral part of modern education and training. A key aspect of effective eLearning is interactivity, which can enhance engagement, learning, and knowledge retention. This paper provides a comprehensive review of the research literature on the levels of interactivity in eLearning environments. The review examines different taxonomies and frameworks proposed to categorize and assess the various levels of interactivity, from low-level interactions such as clicking and scrolling, to more advanced interactive features like simulations, virtual reality, and collaborative learning tools. The paper also discusses the pedagogical benefits of increasing interactivity, as well as the design and implementation considerations for achieving optimal levels of interactivity in eLearning. Finally, the review identifies gaps in the current research and suggests future directions for studying the impact of interactivity on eLearning outcomes.
We tested key predictions of a theoretical model positing that confusion, which accompanies a state of cognitive disequilibrium that is triggered by contradictions, conflicts, anomalies, erroneous information, and other discrepant events, can be beneficial to learning if appropriately induced, regulated, and resolved. Hypotheses of the model were tested in two experiments where learners engaged in trialogues on scientific reasoning concepts in a simulated collaborative learning session with animated agents playing the role of a tutor and a peer student. Confusion was experimentally induced via a contradictory information manipulation involving the animated agents expressing incorrect and/or contradictory opinions and asking the (human) learners to decide which opinion had more scientific merit. The results indicated that self-reports of confusion were largely insensitive to the manipulations. However, confusion was manifested by more objective measures that inferred confusion on the basis of learners' responses immediately following contradictions. Furthermore, whereas the contradictions had no effect on learning when learners were not confused by the manipulations, performance on multiple-choice posttests and on transfer tests was substantially higher when the contradictions were successful in confusing learners. Theoretical and applied implications are discussed.
Can multimedia learning environments be designed to foster positive emotions that will improve learning and related affective outcomes? College students (N = 118) were randomly assigned to 4 conditions created by 2 factors related to learners' emotion: external mood induction (positive vs. neutral emotions) and emotional design induction (positive vs. neutral emotions). A computer-based lesson on the topic of immunization was used as multimedia learning material. Results indicate that applying emotional design principles to learning materials can induce positive emotions and that positive emotions in multimedia-based learning facilitate cognitive processes and learning. Controlling for the germane load of the materials, the internal induction of positive emotions through design of the materials increased comprehension and transfer, whereas the external induction of positive emotions through mood induction enhanced transfer but not comprehension. Positive emotions induced through mood induction significantly increased the amount of learners' reported mental effort, whereas positive emotional design reduced the perceived difficulty of the learning task. Positive emotions increased motivation, satisfaction, and perception toward the materials. Mediation analyses suggest that the effect of positive emotions induced externally was mediated by both motivation and mental effort but found no mediators for emotion induced via emotional design, suggesting that positive emotional design has a more direct impact on learning than externally induced emotions. The study suggests that emotions should be considered an important factor in the design of multimedia learning materials. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Cognitive Load Theory
John Sweller, Paul Ayres, Slava Kalyuga
Effective instructional design depends on the close study of human cognitive architecture—the processes and structures that allow people to acquire and use knowledge. Without this background, we might recognize that a teaching strategy is successful, but have no understanding as to why it works, or how it might be improved.
Cognitive Load Theory offers a novel, evolutionary-based perspective on the cognitive architecture that informs instructional design. By conceptualizing biological evolution as an information processing system and relating it to human cognitive processes, cognitive load theory bypasses many core assumptions of traditional learning theories. Its focus on the aspects of human cognitive architecture that are relevant to learning and instruction (particularly regarding the functions of long-term and working memory) puts the emphasis on domain-specific rather than general learning, resulting in a clearer understanding of educational design and a basis for more effective instructional methods. Coverage includes:
• The analogy between evolution by natural selection and human cognition.
• Categories of cognitive load and their interactions in learning.
• Strategies for measuring cognitive load.
• Cognitive load effects and how they lead to educational innovation.
• Instructional design principles resulting from cognitive load theory.
Academics, researchers, instructional designers, cognitive and educational psychologists, and students of cognition and education, especially those concerned with education technology, will look to Cognitive Load Theory as a vital addition to their libraries.
For hundreds of years verbal messages such as lectures and printed lessons have been the primary means of explaining ideas to learners. Although verbal learning offers a powerful tool, this book explores ways of going beyond the purely verbal. Recent advances in graphics technology have prompted new efforts to understand the potential of multimedia and multimedia learning as a means of promoting human understanding. In Multimedia Learning, Second Edition, Richard E. Mayer asks whether people learn more deeply when ideas are expressed in words and pictures rather than in words alone. He reviews twelve principles of instructional design that are based on experimental research studies and grounded in a theory of how people learn from words and pictures. The result is what Mayer calls the cognitive theory of multimedia learning, a theory introduced in the first edition of Multimedia Learning and further developed in The Cambridge Handbook of Multimedia Learning.
The previous chapters have outlined the theoretical background, basic assumptions, and some key applications of Cognitive Load Theory (CLT) in its current state of development. The fundamental idea underlying CLT is that instructional design decisions should be informed by the architecture of the human cognitive system. CLT can therefore be described as a cognitive theory of instructional design. CLT has been very influential in educational research since the 1980s. It has inspired a growing number of research studies aimed at deriving empirically based guidelines for instructional design. Moreover, at its present stage of development, CLT is arguably one of the most influential instructional design theories. However, the extant research on cognitive load raises questions about the assumptions underlying CLT, some of which have not been consistently supported by the empirical data, suggesting the need to update the theory by incorporating recent empirical findings on cognition and learning (Schnotz & Kirschner, 2007). The first goal of this chapter is to summarize the theoretical developments of CLT and highlight some of its strengths and limitations. An additional contribution of CLT research includes efforts to develop practical, valid, and reliable measures of its main construct: cognitive load. However, as suggested in Chapter 9, the existing body of cognitive load research fails to exhibit methodological consistency regarding cognitive load measurement and lacks appropriate methods to measure other relevant constructs, such as the different load types proposed by the theory (DeLeeuw & Mayer, 2008).
In recent years, multimedia learning, or learning from words and images, has developed into a coherent discipline with a significant research base. The Cambridge Handbook of Multimedia Learning is unique in offering a comprehensive, up-to-date analysis of research and theory in the field, with a focus on computer-based learning. Since the first edition appeared in 2005, it has shaped the field and become the primary reference work for multimedia learning. Multimedia environments, including online presentations, e-courses, interactive lessons, simulation games, slideshows, and even textbooks, play a crucial role in education. This revised second edition incorporates the latest developments in multimedia learning and contains new chapters on topics such as drawing, video, feedback, working memory, learner control, and intelligent tutoring systems. It examines research-based principles to determine the most effective methods of multimedia instruction and considers research findings in the context of cognitive theory to explain how these methods work.
We examine design factors that may evoke positive emotions in learners and investigate the effects of these positive emotions on learning. Recent research showed that the emotional design of multimedia learning material can induce positive emotions in learners that in turn facilitate comprehension and transfer. We sought to replicate these results with a different population and different mood induction procedure and examine individual emotions, and to decompose the effects of the design elements of color and shape. Study 1 showed that well-designed materials induced positive emotions and facilitated comprehension, though transfer performance was not affected by emotional design. Study 2 found that round face-like shapes both alone and in conjunction with warm color induced positive emotions. Warm colors alone, however, did not affect learners' emotions. Comprehension was facilitated by warm colors and round face-like shapes, independently as well as together. Transfer was facilitated by round face-like shapes when used with neutral colors.
Do decorative illustrations in computer-based learning environments trigger interest and engagement in learning or do they distract? In a pre-study (N = 87 8th grade students) we tested the effects of decorative illustrations on situational interest and we selected highly interesting illustrations for our main study. In the latter study (N = 52) we tested the influence of interesting decorative illustrations on immediate learning outcomes in geometry (near and far transfer) and on further learning. Decorative illustrations hindered near transfer for students with low prior knowledge; students with very high prior knowledge levels profited from this kind of illustrations. Although, we did not find an overall effect on far transfer, decorative illustrations foster far transfer via enhanced situational interest. There were no effects on further learning. Overall, our findings suggest that the dominating cognitive interpretations of multimedia effects should be supplemented by considering the interplay between cognitive and motivational factors.
Learning from worked examples is an effective learning method in well-structured domains. Can its effectiveness be further enhanced when errors are included? This was tested by determining whether a combination of correct and incorrect solutions in worked examples enhances learning outcomes in comparison to correct solutions only, and whether a mixture of correct and incorrect solutions is more effective when the errors are highlighted. In addition, the effectiveness of fostering self-explanations was assessed. In Experiment 1, the participants learned to solve probability problems under six conditions that constituted a 2×3-factorial design (Factor 1: correct and incorrect solutions with highlighting the errors vs. correct and incorrect solutions without highlighting the errors vs. correct solutions only; Factor 2: prompting written self-explanations vs. no prompts). An aptitude-treatment interaction was found: providing correct and incorrect solutions fostered far transfer performance if learners had favourable prior knowledge; if learners had poor prior knowledge correct solutions only were more favourable. Experiment 2 replicated this interaction effect. Thus, a mixture of correct and incorrect solutions in worked examples enhanced learning outcomes only for “good” learners. In addition, Experiment 2 showed that confronting learners with incorrect solutions changed the quality of their self-explanations: on the one hand, new types of effective self-explanations could be observed, but on the other hand the amount of the very important principle-based self-explanations was substantially reduced. A possible measure to prevent this negative side effect of incorrect solutions is discussed.
Student teachers learned about teaching principles with the help of an instructional program that included classroom animation exemplars, where expert teachers demonstrate how to apply teaching principles to a classroom scenario. Some students learned by solely observing the classroom animations, whereas others were presented with the expert's metacognitive prompts during their observations, either with or without the presence of the expert on the computer screen. Metacognitive prompts consisted of activating the teaching principles learned and focusing students' attention on relevant classroom information. Student teachers who were not provided with metacognitive prompts took longer time to study the instructional materials, produced lower scores in a transfer test, and showed lower motivation to learn than their counterparts. Consistent with past research on animated pedagogical agents, the expert teacher's presence on the computer screen did not affect learning. The findings support the need to use metacognitive prompts to help novice students effectively learn from virtual classroom scenarios.
Prospective teachers learned about seven teaching skills either with or without (control group) an exemplar classroom video (Experiment 1) or animation (Experiment 2) showing how an expert teacher applied such skills. It was hypothesised that directing attention to relevant dynamic information with signalling (SI) and/or segmenting (SE) the video/animation into smaller chunks of information would facilitate students' learning. Across both experiments, the control group outperformed SI and SE groups on retention of the theoretical information but underperformed most video/animation groups when asked to evaluate and apply teaching skills to a classroom scenario. SE groups outperformed no-SE groups on all learning measures and reported lower levels of cognitive load. The findings encourage segmenting instructional videos and animations into small chunks to help novice students learn from complex dynamic visualisations. Copyright © 2007 John Wiley & Sons, Ltd.
What are interactive multimodal learning environments and how should they be designed to promote students’ learning? In this
paper, we offer a cognitive–affective theory of learning with media from which instructional design principles are derived.
Then, we review a set of experimental studies in which we found empirical support for five design principles: guided activity,
reflection, feedback, control, and pretraining. Finally, we offer directions for future instructional technology research.
Abstract Does the modality of instructional messages affect learning? How does it affect different media? In this paper, I offer an answer to these questions by first proposing a theoretical framework from which effective instructional methods can be derived. Then, I report a set of studies where one method, the modality principle, was tested across different media and found to produce significant learning benefits. Based on the findings and those of a recent meta-analysis of modality effects, I suggest future research directions to examine method and media contributions to learning.
OBJECTIVE The goal of this paper is to examine how to apply the science of learning to medical education. SCIENCE OF LEARNING The science of learning is the scientific study of how people learn. Multimedia learning - learning from words and pictures - is particularly relevant to medical education. The cognitive theory of multimedia learning is an information-processing explanation of how people learn from words and pictures. It is based on the idea that people have separate channels for processing words and pictures, that the capacity to process information in working memory is limited, and that meaningful learning requires appropriate cognitive processing during learning. SCIENCE OF INSTRUCTION The science of instruction is the scientific study of how to help people learn. Three important instructional goals are: to reduce extraneous processing (cognitive processing that does not serve an instructional objective) during learning; to manage essential processing (cognitive processing aimed at representing the essential material in working memory) during learning, and to foster generative processing (cognitive processing aimed at making sense of the material) during learning. Nine evidence-based principles for accomplishing these goals are presented. CONCLUSIONS Applying the science of learning to medical education can be a fruitful venture that improves medical instruction and cognitive theory.
All rights reserved003 Learning and Instruction xxx (2013) 1e3 Please cite this article in press as Incorporating motivation into multimedia learning Current issues and open questions in cognitive load research
- R E R Mayer
- J L Plass
- R Moreno
0959-4752/$ e see front matter Ó 2013 Elsevier Ltd. All rights reserved. http://dx.doi.org/10.1016/j.learninstruc.2013.04.003 Learning and Instruction xxx (2013) 1e3 Please cite this article in press as: Mayer, R. E., Incorporating motivation into multimedia learning, Learning and Instruction (2013), http:// dx.doi.org/10.1016/j.learninstruc.2013.04.003 References Brunken, R., Plass, J. L., & Moreno, R. (2010). Current issues and open questions in cognitive load research. In J. L. Plass, R. Moreno, & R. Brunken (Eds.), Cognitive load theory (pp. 253e272). New York: Cambridge University Press.
Finding and fixing errors in worked examples: can this foster learning outcomes? Learning and Instruction, 17, 612e634 Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments
- C S Grosse
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Grosse, C. S., & Renkl, A. (2007). Finding and fixing errors in worked examples: can this foster learning outcomes? Learning and Instruction, 17, 612e634. http://dx. doi.org/10.1016/j.learninstruc.2007.09.008. Magner, U. I. E., Schwonke, R., Aleven, V., Popescu, O., & Renkl, A. (2013). Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments. Learning and Instruction. (in this issue).
Learning and instruction Upper Saddle River
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Mayer, R. E. (2008). Learning and instruction (2nd ed.). Upper Saddle River, NJ: Pearson.
An integrated model of text and picture comprehension The Cambridge handbook of multimedia learning
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Schnotz, W. (2005). An integrated model of text and picture comprehension. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 49e70).