Understanding Children's Museum Learning from Multimedia Instruction

Autor/inn/en	Alwi, Asmidah; McKay, Elspeth
Titel	Understanding Children's Museum Learning from Multimedia Instruction
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Children; Museums; Learning Processes; Multimedia Instruction; Electronic Learning; Preferences; Cognitive Style; Web Based Instruction; Pretests Posttests; Quasiexperimental Design; Exhibits; Conventional Instruction; Comparative Analysis; Educational Benefits; Outcomes of Education; Visualization; Scores; Teaching Methods; Item Response Theory; Data Analysis; Physical Environment; Instructional Effectiveness; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Museum; Museumswesen; Museen; Learning process; Lernprozess; Multimediales Lernen; Cognitive styles; Kognitiver Stil; Web Based Training; Bildungsertrag; Lernleistung; Schulerfolg; Visualisation; Visualisierung; Teaching method; Lehrmethode; Unterrichtsmethode; Item-Response-Theorie; Auswertung; Natürliche Umwelt; Unterrichtserfolg; Ausland; Australien
Abstract	The use of multimedia instructions for online learning has become very common particularly with the advances of the Internet technology. Consequently museums around the world utilize such information and communications technology (ICT) tools in order to provide richer learning experiences for their visitors. This paper discusses a study that investigated the relationship between multimedia instructional formats with individual cognitive learning preferences in a museum learning environment. A total of 91 school children age between 10 to 12 years old were randomly assigned into treatment groups based on their cognitive learning ratio. We employed a pre-test post-test quasi experimental design to reveal that general performance of the children exposed to the physical museum exhibits is better than the online museum environment. Although single cognitive learning preferences were evaluated, our findings suggest that analytics perform better than the wholists when exposed to the physical exhibits; whilst the result is reversed for the online exhibits environment. Verbalisers were found to be better than visualisers in the physical museum context. Yet they were found to have slight differences when compared to visualisers in an online environment. Our findings on the combined cognitive styles (CCS) show that the analytics-visualisers' mean scores were different between physical and online exhibits, compared to the other three CCS. [For the full proceedings, see ED562127.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01