Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach

Autor/inn/en	Chiu, Thomas K. F.; Churchill, Daniel
Titel	Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach
Quelle	In: Interactive Learning Environments, 24 (2016) 6, S.1355-1370 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2015.1006237
Schlagwörter	Multimedia Instruction; Multimedia Materials; Educational Principles; Concept Teaching; Teaching Methods; Material Development; Secondary School Mathematics; Algebra; Experimental Groups; Control Groups; Thinking Skills; Mathematics Skills; Science Process Skills; Instructional Effectiveness; Semi Structured Interviews; Pretests Posttests; Mathematics Tests; Teaching Models; Delivery Systems; Mathematics Achievement; Foreign Countries; Statistical Analysis; Hong Kong + Suchen Sie Ihr Suchwort? Multimediales Lernen; Bildungsprinzip; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterialentwicklung; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterrichtserfolg; Lehrmodell; Auslieferung; Mathmatics sikills; Mathematical ability; Ausland; Statistische Analyse; Hongkong
Abstract	Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching techniques--(a) variation theory and (b) representations of subject matter--on the design of learning objects for secondary school algebra concept learning. The results of this study showed that the experimental group performed significantly better than the control group on algebra learning achievement. The results also showed that only the experimental design with the addition of the instructional approach resulted in higher-order mathematical thinking skills and improved procedural skills of the students. Further analysis reveals that concept learning was simplified when multimedia learning principles were applied and the information was presented by the instructional approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01