Assessing Multimedia Influences on Student Responses Using a Personal Response System |
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Authors: | Kyle Gray Katharine Owens Xin Liang and David Steer |
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Institution: | (1) Department of Earth Science, University of Northern Iowa, Latham Hall, Room 124, Cedar Falls, IA 50614-0335, USA;(2) Department of Curricular and Instructional Studies, University of Akron, Akron, OH, USA;(3) Department of Educational Foundations and Leadership, University of Akron, Akron, OH, USA;(4) Department of Geology and Environmental Science, University of Akron, Akron, OH, USA |
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Abstract: | To date, research to date on personal response systems (clickers) has focused on external issues pertaining to the implementation
of this technology or broadly measured student learning gains rather than investigating differences in the responses themselves.
Multimedia learning makes use of both words and pictures, and research from cognitive psychology suggests that using both
words and illustrations improves student learning. This study analyzed student response data from 561 students taking an introductory
earth science course to determine whether including an illustration in a clicker question resulted in a higher percentage
of correct responses than questions that did not include a corresponding illustration. Questions on topics pertaining to the
solid earth were categorized as illustrated questions if they contained a picture, or graph and text-only if the question only contained text. For each type of question, we calculated the percentage of correct responses for each
student and compared the results to student ACT-reading, math, and science scores. A within-groups, repeated measures analysis
of covariance with instructor as the covariate yielded no significant differences between the percentage of correct responses
to either the text-only or the illustrated questions. Similar non-significant differences were obtained when students were
grouped into quartiles according to their ACT-reading, -math, and -science scores. These results suggest that the way in which
a conceptest question is written does not affect student responses and supports the claim that conceptest questions are a
valid formative assessment tool. |
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