TY - GEN
T1 - Engaging students through multimodal learning environments
T2 - 27th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ASCILITE 2010
AU - Sankey, Michael
AU - Birch, Dawn
AU - Gardiner, Michael
N1 - Copyright:
Copyright 2012 Elsevier B.V., All rights reserved.
PY - 2010
Y1 - 2010
N2 - The innovative use of educational technologies provides higher education institutions valuable opportunities for their staff to design media enhanced, interactive, more inclusive and engaging learning environments. The key motivation for incorporating educational technologies into the curricula is unquestionably the desire to improve the engagement and learning of students. To assist with this the increasing use of multimedia in teaching has provided many opportunities to present multiple representations of content (text, video, audio, images, interactive elements) to cater more effectively to the different learning styles of an increasingly diverse student body. This paper presents the findings of an experiment to measure the impact of multiple representations of content on learning outcomes, including learning performance and engagement. While, in this study, multiple representations of content did not lead to discernable improvements in learning performance, students reported very favourably on multimodal learning elements and perceived that they had assisted their comprehension and retention of the learning material. The implication of this study for educators is to consider carefully the incorporation of selected multiple representations of key concepts, particularly those that use a combination of audio and visual content. The limitations of the experimental methodology and directions for future research are also presented for consideration.
AB - The innovative use of educational technologies provides higher education institutions valuable opportunities for their staff to design media enhanced, interactive, more inclusive and engaging learning environments. The key motivation for incorporating educational technologies into the curricula is unquestionably the desire to improve the engagement and learning of students. To assist with this the increasing use of multimedia in teaching has provided many opportunities to present multiple representations of content (text, video, audio, images, interactive elements) to cater more effectively to the different learning styles of an increasingly diverse student body. This paper presents the findings of an experiment to measure the impact of multiple representations of content on learning outcomes, including learning performance and engagement. While, in this study, multiple representations of content did not lead to discernable improvements in learning performance, students reported very favourably on multimodal learning elements and perceived that they had assisted their comprehension and retention of the learning material. The implication of this study for educators is to consider carefully the incorporation of selected multiple representations of key concepts, particularly those that use a combination of audio and visual content. The limitations of the experimental methodology and directions for future research are also presented for consideration.
KW - Engagement
KW - Modal preferences
KW - Multimedia
KW - Multimodal
KW - Multiple representations
UR - http://www.scopus.com/inward/record.url?scp=84870737298&partnerID=8YFLogxK
UR - https://www.ascilite.org/conferences/sydney10/proceedings.htm
M3 - Conference Paper published in Proceedings
AN - SCOPUS:84870737298
SN - 9781742720166
T3 - ASCILITE 2010 - The Australasian Society for Computers in Learning in Tertiary Education
SP - 852
EP - 863
BT - Proceedings of the 27th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ASCILITE 2010
A2 - Steel, Caroline
A2 - Keppell, Mike
A2 - Gerbic, Phillippa
A2 - Housego, Simon
PB - University of Queensland
Y2 - 5 December 2010 through 8 December 2010
ER -