Interactive and non-interactive pictures in multimedia learning environments: Effects on learning outcomes and learning efficiency

New technologies enable flexible combinations of text and interactive or non-interactive pictures. The aim of the present study was to investigate (a) whether adding pictures to texts is generally beneficial for learning or whether it can also have detrimental effects, (b) how interactivity of pictures affects learning, (c) whether the visualization format of pictures affects the structure of the learner's mental model, and (d) whether the visualization format modifies the effects of interactivity. One hundred university students were randomly assigned to five groups. In four groups, a text about the different daytimes and days on the earth was combined with interactive or non-interactive pictures of different visualization formats. In the fifth group, the text was presented without pictures. According to the results, adding pictures to text was neither beneficial nor harmful for learning. In terms of learning efficiency, however, learning from text only was more successful than learning from text and pictures. Interactivity was beneficial for one learning task, but not for the other task. The visualization format affected participants’ interaction with pictures, but not the learning outcomes; however this effect was not influenced by interactivity. Implications for multimedia design and for further research are pointed out.     

莫高窟西魏北周装饰图案研究

西魏北周装饰图案具有鲜明的时代特征,内容上不仅有佛教纹样题材,而且加进众多中国传统动植物造型;不仅有西域传来的凹凸明暗画法,又融入了多层次的晕染法,用笔流畅奔放,笔法由北凉北魏简洁、鲜明、质朴、奔放风格逐渐转向细腻柔和、层次多变;色彩清雅而华丽,新的色彩构成关系具有了新的时代特征,这是敦煌装饰图案在风格上更为成熟和民族化的转变。     

Teachers’ beliefs, instructional behaviors, and students’ engagement in learning from texts with instructional pictures

This study investigated the relations between teachers’ pedagogical beliefs and students’ self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers’ instructional behaviors and students’ engagement in learning from texts with instructional pictures were assessed by means of student ratings. Teachers’ beliefs about using texts with instructional pictures in their teaching were assessed by a self-report questionnaire. Results showed that the more teachers believed that students should be taught clear strategies on how to learn from texts with instructional pictures the more engagement was reported by their students. A multilevel mediation model showed that the association between teachers’ beliefs and students’ self-reported engagement was mediated by teachers’ perceived instructional behavior.     

Student attitude and learning outcomes of multimedia computer-assisted versus traditional instruction in basketball

The purpose of this study was to examine the effect of multimedia computer-assisted instruction (MCAI), traditional instruction (TI), and combined instruction (CI) methods on learning the skill of shooting in basketball. Additionally, a comparison of the students’ attitudes towards the MCAI and TI methods was made. Seventy-five middle school students of seventh and eighth grade were randomly assigned into three teaching method groups: TI, MCAI and CI. Each group received ten 45-min periods of instruction divided into three sections: (a) 5-min introduction, (b) 30-min instructional time and (c) 10-min questions and review. Students took pre-, post-, and retention written test covering techniques and rules of the games. Participants in the CI group also completed a post-test attitude survey towards the MCAI and TI methods. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (MCAI, TI, CI) and measures (pre-test, post-test, re-test) on knowledge test. Paired samples t-test analyses were conducted to measure students’ attitude towards the MCAI and TI methods. Post-test results indicated no significant differences between the groups concerning the written test. Nevertheless, the attitude test scores of the CI group were more favourable to MCAI method than the TI method. Retention test results showed that groups retained the knowledge acquisition. However, the combine method of instruction tended to be the most effective on cognitive learning.     

教学设计理念在多媒体课件设计中的应用策略

随着信息化、网络化的不断发展,多媒体教学已经成为一种趋势,多媒体课件的制作也成为评估教师的一项重要指标。但是效果究竟如何呢？笔者从最近的兰州市教育局小学教师课件大赛的参赛作品中发现了一些问题,想用教学设计的内容进行分析,希望能帮助一些小学教师就制作多媒体课件解决一些实际问题。     

读图时代书籍装帧中的版式设计

从读图时代的到来,结合当代版式设计的发展趋势,对未来书装中版式设计的发展方向进行预测。基于给版式设计注入新活力的自由式和反阅读式两种趋势的分析表明,不管时代怎样发展,先锋艺术总是只合少数人的胃口,而书籍的主要用途是传达信息、阐明道理,因此不论哪类书籍,其版式设计都应与书籍本身的特点相吻合,不能为形式而形式。     

Disruptive behaviour of students in primary education and emotional intelligence

This study analyses the relation between disruptive behaviours and the emotional abilities of children in primary education. To do this, disruptive behaviour and emotional abilities were evaluated in 1422 pupils aged between 6 and 12 years of age at 11 education centres using EQIjv. No relation was found between disruptive behaviours and age, but one was found for sex and emotional abilities. Boys presented more disruptive behaviours than girls. However, there was a significant relation between disruptive behaviours and the general index of emotional intelligence. The most related abilities were stress management and interpersonal relations. Implications of these results are discussed.     

多媒体课件设计与制作能力的培养

本文通过探索《多媒体课件制作》课程教学,把现代教育的新理念融于教学中,充分体现以能力培养为主的教学特点,并通过各种途径实施培养学生多媒体课件设计与制作的能力,为学生适应未来工作需要打下良好的师范技能基础。     

Authentic learning and multimedia in history education

The momentum gathering behind authentic learning/critical skills raises fundamental issues concerning teaching and learning. This article discusses some of the more general arguments surrounding authentic learning with particular reference to an in‐depth evaluation of its impact on schools in one part of Great Britain. It then moves on to describe how this approach to teaching and learning influenced the design of a multimedia CD‐ROM examining attitudes and policies towards poverty in the nineteenth century Glasgow. The article concludes by arguing that authentic learning and multimedia together create a powerful medium for learning by mirroring the methodology and sources used by historians.     

高中多媒体教学的利弊探讨

随着网络技术的发展,多媒体被广泛应用于教学事业中.对于高中教育来说,多媒体的引进是对是错,是有益的还是有弊的?这是一个比较有争议的问题.当然,新事物的发展都是具有两面性的,高中多媒体教学是既有有利的一面,也有有弊的一面的,只要能正确把握使用的尺度,就可以避免弊端带来的问题,发挥其有利作用.本文主要针对高中多媒体教学的利弊进行了分析和探讨.     

Teacher learning in collaborative curriculum design

The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ collaborative curriculum design were analyzed to identify the learning processes that collaborative curriculum design fosters. It was concluded that the Interconnected Model of Professional Growth, although initially developed to recognize learning processes in individual teachers, can also be used to identify learning processes that are fostered by collaborative curriculum design in teams of teachers.     

多媒体学习中视觉情绪设计对学习效果的影响——基于31项实验与准实验研究的元分析

随着信息技术的发展,多媒体与网络化教学成为现代教育的主流。多媒体教学中学习材料的情绪因素受到研究者越来越多的关注。国内外学者已开展了大量实验与准实验研究,探索在使用颜色、形状、拟人化等多种视觉元素设计的学习材料中,视觉情绪因素对学习者学习效果的影响,结论尚存争议。研究采用元分析方法,对二十年来国内外有关视觉情绪设计影响学习效果的31篇文献进行梳理与分析,并进一步从学习材料呈现步调、学习者学段和实验时长三个调节变量的影响维度进行深入探讨。研究发现:整体而言,视觉情绪设计能够促进反映学习者学习效果的保持成绩、理解成绩和迁移成绩的提高;不同呈现步调、学习者学段和实验时长对学习者学习效果的调节作用组间差异不显著。研究得到的启示:多媒体学习材料中使用饱和、高亮暖色、图片及拟人化设计,对于多媒体学习认知过程和学习效果有益。最后,在深入阅读文献的基础上,指出多媒体学习情绪设计研究中存在的问题及进一步研究的方向。     

Designing for learning in the Yellow House: a comparison of instructional and learning design origins and practices

ABSTRACT

For the past two decades, there has been persistent debate around whether there is a difference between the fields of instructional design (ID) and learning design (LD). While differences in the two approaches are certainly apparent, there are cross-over points that can provide ID and LD researchers and practitioners with opportunities for dialogue about the purposes and remit of research-based practices for optimal design. Though potentially disruptive, initiating dialogues among learning and instructional designers could lead to more thorough and critical analyses of both ID and LD repertoires. Should boundary crossings occur, there is a potential for a third space for the contemplation, research, and practice of design. A goal of this article is to use the notion of Van Gogh’s Yellow House as an anchoring metaphor for the third space – a location for shared discourse, inspiration, collaboration, and challenge for a community of designers of/for learning. Using the impressionist and expressionist terminology to help elucidate the ways of thinking of designers of both traditions, this article examines the history, underlying philosophical approaches, methodologies, and design goals of ID and LD. We conclude that the emergence of a third space for design can help us move beyond the LD and ID dichotomies. We suggest that a socio-materialist perspective alleviates issues of incommensurability by acknowledging ontological multiplicity.     

Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback

The cognitive load and learning effects of dual-code and interactivity—two multimedia methods intended to promote meaningful learning—were examined. In Experiment 1, college students learned about the causal chain of events leading to the process of lightning formation with a set of words and corresponding pictures (Group WP), pictures (Group P), or words (Group W). Some students were presented with the organized causal chain of events to study, whereas others were given a self-organization task. Consistent with a cognitive theory of multimedia learning, Condition WP was the highest in instructional efficiency for retention and transfer. However, contrary to our predictions, having students organize the multimedia materials was detrimental to transfer. Two follow-up experiments tested the hypotheses that the negative effects of interactivity were due to students' lack of time control (Experiment 2) and the form of feedback (Experiment 3). The findings showed that interactivity was effective when students were asked to evaluate their answers before receiving corrective feedback from the system. This research was supported by the CAREER 0238385 grant from the National Science Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Casey Frechette and Paul Gibson created the multimedia materials used in these studies.     

Integrating text-to-speech software into pedagogically sound teaching and learning scenarios

This paper presents a new technique of delivery of classes—an instructional technique which will no doubt revolutionize the teaching and learning, whether for on-campus, blended or online modules. This is based on the simple task of instructionally incorporating text-to-speech software embedded in the lecture slides that will simulate exactly the delivery of an intended lecture, assisted with teaching aids such videos, animations and music, as deemed necessary. The benefits of such an approach in the educational system of the University are multifold and can be categorized in three different axes namely pedagogical, administrative and financial. Our main interests in this article lie along the pedagogical benefits (which undoubtedly overlap to some extent into administrative and financial axis) that this technique will bring in the system. While it is obvious that the initial process does consume a reasonable amount of time and gradually reveals its own complexities, constraints and limitations as described in this paper, the approach does however provide considerable elements to bring a major re-definition of the overall teaching and learning framework at the University of Mauritius.

多媒体教学探究

运用多媒体教学是电大教师必备的素质。教师要在多媒体选用原则的基础上,正确把握多媒体应用的程序,科学安排多媒体的使用时机、方式、步骤和次数,充分发挥多媒体的交互功能,对教学过程实施调控和管理,从而发挥教师的主导作用。同时要避免对多媒体使用的种种误区,使之更好的服务于教学。     

英语微导学案的研究与设计

通过对英语导学案的设计与应用现状的研究,分析其存在的主要问题,从认知心理学的角度出发,以建构主义理论和多元智能理论为基础,提出微导学案的设计原则和主要组成构件,通过实例说明微导学案的设计并突出微导学案的比较优势,旨在真正提高教师导学的实效性和学生的自主学习能力。     

《市场营销学》的教学模式设计与探索

本文在分析课程教学意图与学生实际情况的基础上,对网上课堂的构建和《市场营销学》网络课程设计、面授辅导课的安排以及形成性考核等方面进行了教学模式改革与创新,力求为学生量身定做课程教学设计．并通过整合教学资源,教会学生自主学习的方法。     

Aesthetics and e-assessment: the interplay of emotional design and learner performance

The purpose of this study has been to examine the impacts of aesthetic design on learner experience in an e-assessment environment, specifically on cognitive load and task performance. Sixty-six postsecondary students were randomly assigned to one of two aesthetic design configurations of the e-assessment environment: (1) an environment with low consideration to aesthetic design (i.e., designed to provide the utility and usability necessary to complete the tasks), and (2) the same environment (i.e., identical utility, task objectives, and task media) designed with several aesthetic enhancements to heighten the learner experience. Findings suggest that aesthetic design significantly decreased participant cognitive load and increased participant satisfaction, willingness to continue use, voluntary self-assessment time, and task performance. Qualitative data support these findings. The results of this study provide practical insights for designers exploring the valuable relationship between aesthetic design and the learner experience.     

成人学习设计模式及学习策略探究

成人的特点决定了成人的学习模式是自我导向式学习,学习过程的制定和控制者是成人学习者自己,所以学习设计至关重要。本文给出了一个理论和可操作过程相结合的具有三层结构和三个流程的学习设计模型。同时,给出一些有关成人学习设计和实施过程的学习策略。