Effects of an Online Interactive Multimedia System on Cognitive and Affective Learning

K.P. Sim, C.J. Chen

Abstract


This study examines the effects of an online interactive multimedia system on the cognitive and affective learning of some issues related to road safety. It employed a quasi-experimental design with two experimental modes: multimedia learning and text-based learning. This study design enables both multimedia and text-based to be compared in order to determine the differences on the learning effects of these two learning modes. The pretest and posttest scores were analyzed using Mann-Whitney U Test to compare the variances between the multimedia and text-based groups and K-means cluster analysis was used to find out whether two distinct clusters exist to represent the two learning modes. Results show that for cognitive learning, positive gain scores are obtained for both the multimedia and text-based groups but there is no significant difference on the gain scores between these two groups. On the other hand, results of affective learning show significantly higher gain scores for students using multimedia learning than students using text-based learning. Thus, it can be concluded that the online interactive multimedia system can produce desirable effects, particularly for affective learning.

Keywords


Affective; Cognitive; Online Interactive Multimedia System;

Full Text:

PDF

References


K. A. Beerman, “Computer-based multimedia: new directions in teaching and learning,” Journal of Nutrition Education, vol. 28, no. 1, pp.15-18, 1996.

R. Moreno, and R. E. Mayer, “Cognitive principles of multimedia learning: The role of modality and contiguity,” Journal of Educational Psychology, vol. 91, no. 2, pp. 358, 1999.

S. Alkhasawneh, F. A. Rahman, A. F. M. Ayub, and S.M. Daud, “Developing multimedia text for reading comprehension based on cognitive theory of multimedia teaching,” International Journal of Innovative Ideas, vol. 12, no. 4, pp. 11-19, 2012.

M. Liu, “Enhancing learners' cognitive skills through multimedia design,” Interactive Learning Environments, vol. 11, no. 1, pp. 23-39, 2003.

L. C. Mechling, D. L. Gast, and S. Barthold, “Multimedia computerbased instruction to teach students with moderate intellectual disabilities to use a debit card to make purchases,” Exceptionality, vol. 11, no. 4, pp. 239-254, 2003.

Y. Yeh, and C. W. Wang, “Effects of multimedia vocabulary annotations and learning styles on vocabulary learning,” Calico Journal, vol. 21, no. 1, pp. 131-144, 2003.

D. Goldfayl, 1995, “Affective and cognitive domain learning with multimedia: Two sides of the same coin,” In ASCILITE Conference, Melbourne, 1995.

G. B. Moneta, and S. S. Kekkonen‐Moneta, “Affective learning in online multimedia and lecture versions of an introductory computing course,” Educational Psychology, vol. 27, no. 1, pp. 51-74, 2007.

E. Um, J. L. Plass, E. O. Hayward, & B. D. Homer, “Emotional design in multimedia learning,” Journal of Educational Psychology, vol. 104, no. 2, pp. 485-498, 2012.

J. Taylor, and L. Galligan, “Mathematics for maths anxious tertiary students: Integrating the cognitive and affective domains using interactive multimedia,” Literacy and Numeracy Studies, vol. 15, no. 1, pp. 23, 2011.

T. W. Liew, and S. Tan, “The effects of positive and negative mood on cognition and motivation in multimedia learning environment,” Journal of Educational Technology & Society, vol. 19, no. 2, pp. 104, 2016.

A. Ray, and A. Chakrabarti, “Design and implementation of technology enabled affective learning using fusion of bio-physical and facial expression,” Journal of Educational Technology & Society, vol. 19, no. 4, pp. 112-125, 2016.

D. R. Krathwohl, B. S. Bloom, and B. B., Masia, II: handbook II: Affective Domain, New York: David McKay, 1964.

U. Fuller, and B. Keim, Multinational perspectives on the development and assessment of professional values in CS, http://iticse09.lrde.epita.fr /wg/5/wg5.pdf, 2007.

R. E. Mayer, Multimedia Learning, New York: Cambridge University Press, 2001.

K. Shephard, “Higher education for sustainability: seeking affective learning outcomes,” International Journal of Sustainability in Higher Education, vol. 9, no. 1, pp. 87-98, 2008.

R. E. Mayer, Research-Based Principles for Designing Multimedia Instruction, New York: Cambridge University Press, 2009.

Lund Research Ltd, LAERD Statistics, https://statistics.laerd.com/ 2013.

T. Finley, and T. Joachims, Supervised k-Means Clustering, http://www.cs.cornell.edu/~tomf/publications/supervised_kmeans-08.pdf, 2008.

D. Kim, and D. A. Gilman, “Effects of text, audio, and graphic aids in multimedia instruction for vocabulary learning,” Journal of Educational Technology & Society, vol. 11, no. 3, pp. 114-126, 2008.

A. Arguel, and E. Jamet, “Using video and static pictures to improve learning of procedural contents,” Computers in Human Behavior, vol. 25, no. 2, pp. 354-359, 2009.

J. Schneiderman, S. Corbridge, J. J. Zerwic,. Demonstrating the effectiveness of an online, computer-based learning module for arterial blood gas analysis. Clinical Nurse Specialist, vol. 23, no. 3, pp. 151-155, 2009.

J. A. Kalmbach, “Just in time for the 21st century: Multimedia in the classroom.” Tech Trends, vol. 39, no. 6, pp. 29–32, 1994.

C. M. Chen, and Y. C. Sun, “Assessing the effects of different multimedia materials on emotions and learning performance for visual and verbal style learners,” Computers & Education, vol. 59, no. 4, pp. 1273-1285, 2012.

B. Kort, R. Reilly, and R. W. Picard, ‘An affective model of interplay between emotions and learning: Reengineering educational pedagogybuilding a learning companion’, In Proceedings IEEE International Conference on Advanced Learning Technologies, 2001, pp. 0043.

J. P. Mazer, R. E. Murphy, and C. J. Simonds, “I'll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate,” Communication Education, vol. 56, no. 1, pp. 1-17, 2007.

T. Russo, and S. Benson, “Learning with invisible others: perceptions of online presence and their relationship to cognitive and affective learning,” Educational Technology & Society, vol. 8, no. 1, pp. 54-62, 2005.

C. Baker, “The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation,” Journal of Educators Online, vol. 7, no. 1, 2010.

R. Ong, The role of reflection in student learning: a study of its effectiveness in complementing problem-based learning environments, http://myrp.sg/ced/research/papers/role of_reflection_in_student_learning. pdf, 2000.

M. A. Andrusyszyn, and L. Davie, “Facilitating reflection through interactive journal writing in an online graduate course: A qualitative study,” International Journal of E-Learning & Distance Education, vol. 12, no. 1, pp. 103-126, 2007.

Blasco, PG, Moreto, G, Roncoletta, AF, Levites, MR & Janaudis, MA 2006, ‘Using movie clips to foster learners' reflection: improving education in the affective domain’, FAMILY MEDICINE-KANSAS CITY-, pp. 38, no. 2, pp. 94.

Howe, A 2003, ‘Twelve tips for developing professional attitudes in training’, Medical Teacher, vol. 25, no. 5, pp. 485-7.

A. C. Ornstein, and T. J. Lasley, Strategies for Effective Teaching, 3rd edn, Boston, MA: McGraw-Hill, 2000.

J. R. Baird, P. J. Fensham, R. F. Gunstone, and R. T. White, “The importance of reflection in improving science teaching and learning,” Journal of Research in Science Teaching, vol. 28, no. 2, pp.163-182, 1991.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

ISSN: 2180-1843

eISSN: 2289-8131