wip presentation

MSc. Applied E-learning Project

WIP

Research Question

“How does a multimedia enhanced e-book

optimise cognitive learning: cognitive processing

and motivation of 1st year secondary school

students compared to standard e-books?”

Niamh O‟ Mahony 11/12/2012

Context and rationale

Multimedia technology with capabilities of presentation, animation and

interactivity optimise cognitive learning (Alessi & Trollip, 2001)

More successful learning takes place when presentations are built

according to cognitive strategies of multimedia learning that reduce

cognitive load (Clark & Mayer, 2011)

Interactivity promotes active learning, engagement and intrinsic motivation. (Mangan 2008; Smeets & Bus, 2011; Moreno & Valdez; Kennedy (2004)

Schools are increasingly adopting eBooks as a digital replacement for

traditional textbooks (Gleason, 2012)

+

Investigate how an enhanced ebook.. using the ePub3 format of iBook

Author for the ipad enhances cognitive learning of students compared to

standard ebook.

Aim of the research

• Measure the learning outcomes of two groups of students, each

from a different style of ebook.• Testing recall of the material from each resource with a quantitative

test using a survey tool.

• Evaluate the interactive e-book group qualitatively to assess levels

of motivation, engagement and experiences using the platform.

• Build 2 ebooks1. Apple‟s iBook Author: based on theories of multimedia learning

2. Standard ebook format

• Analyse the data collected and triangulate it with cognitive

theories of multimedia learning. Provide theoretical suggestions

for why learning and motivation did or did not occur and make

recommendations for future multimedia integration and research.

Differences: Presentation modes & Interactivity

1. Enhanced ebook 2. Standard ebook Benefits of 1

Interactive Galleries

picture (& text)

Pictures & text Engagement, exploratory learning & lower

cognitive load




picture (& text)


cognitive load

Interactive keynote

presentations

Pictures & text Engagement through constructive discovery

learning as information builds up




picture (& text)


cognitive load

Interactive keynote

presentations



Animations & audio Static pictures and

text

Engagement and lower cognitive load




picture (& text)


cognitive load

Interactive keynote

presentations




text


Intermittant self tests

with feedback

Written questions Encouragement of rehearsal with recall and

feedback.




picture (& text)


cognitive load

Interactive keynote

presentations




text



with feedback


feedback.

Supporting interactive

3d graphics

Flat picture Engagement & lower cognitive load




picture (& text)


cognitive load

Interactive keynote

presentations




text



with feedback


feedback.


3d graphics


Popover text on pictures

Picture & text Active learning




picture (& text)


cognitive load

Interactive keynote

presentations




text



with feedback


feedback.


3d graphics




Interactive & zooming labled graphics

Flat diagram Engagement & lower cognitive load




picture (& text)


cognitive load

Interactive keynote

presentations




text



with feedback


feedback.


3d graphics




Interactive & zooming labled graphics

Flat diagram Engagement & lower cognitive load

Highlighting tools Highlighting tools Rehearsal & control over media

Note taking tools Note taking tools Rehearsal & control over media

Literature

• High levels of student engagement and motivation with interactive

elements of ebooks. (Larson 2010; Twyla et al. 2011; Larson

2009; Weisberg 2011)

• Thomas et al. (2012) 2 year study in Wales, in early phase, based

on student feedback „ibook has the capacity to stimulate and

engage students‟

• In a study by Haughtan Mifflin & Harcourt, 20% more of middle

school algebra students who were using an èbook made by the i-

Book Author achieved Proficient or Advanced when compared to

other students who were using a standard text book (Bonnington

C, 2012)

Ebooks in the classroom

Literature

• 9 multimedia cognitive learning strategies for reducing the cognitive load

(Mayer, 2009) based on Sweller‟s (1989) cognitive load theory.

• Temporal & spatial contiguity principles in interactive pictures

• Modality principle in instructional animation

• Coherence principle by exclusion of some information from vision

Multimedia Learning Theories

Literature

Interactivity

• Interactive storybooks increase vocabulary growth. (Smeets & Bus,

2011)• Increases in the amount of mental effort enhances levels of participation

• Hotspots & MCQs enhance retention.

• Users of an interactive ebook about mathematical solids showed better

learning than the other group (Rowhani, S., Sedig, K, 2005)• „Interaction with visual representations can challenge learners to become

active in the learning process and increase motivation, attention, and

involvement‟

• 3D manipulation of objects (Zheng. Et al, 2009)• Motor manipulation enhances processing

• reduces cognitive load

• Constructive and active learning enhance engagement

• Research investigating Sim‟s (1997) 11 levels of interactivity- cues,

hints and self-assessment to be the most popular. (Lim,C.P et al.)

Literature

Interactivity

• The mind cannot attend continuously to something that doesn‟t change

(Mangan 2008)

• Providing students with control + allowing them to test their knowledge =

intrinsic motivation. „Situational interest‟ occurs as opposed to „individual

interest‟ enabling deeper processing. (Hihi & Harackiewicz, 2000)

• Users make meaning rather than take meaning (Moreno & Valdez)

• Englecamp‟s „multimodal theory‟ (1998)

• Manipulative learning encoded differently from perceptual learning

• Theory of event coding (Hommel et al.) mirror to Pavio‟s dual coding

• Cognitive interaction model of multimedia interactivity. (Kennedy, 2004)

Literature

Interactivity

Cognitive interaction model of multimedia interactivity (Kennedy 2004)

Instructional Event

-content

-instructional design

Cognitive Processes

-cognitive strategies

-metacognitive strategies

Behavioural Processes

-actions

-activities

Intrinsic motivation Learning Outcomes

Functional

Interactivity

Cognitive

Interactivity

Plan

• Complete implementation of ebooks January 10th – 18th

• Test ebooks on target age group January 19th

• Test revised ebooks on target age group January 19th

• Collect final with subjects data: February 20th/27th

• Analysis of data and write up: March/April/May

• Submit draft: May

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