“APPLYING THE MULTIMEDIA LEARNING THEORY IN THE PRIMARY SCHOOL"
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This study examined the effectiveness of using digital science content and multimedia learning theory in primary schools. Researchers created experimental learning settings using digital materials and tested them on students. They found that these settings improved students' learning and conceptual understanding of science topics compared to traditional instructional methods.
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“APPLYING THE MULTIMEDIA LEARNING THEORY IN THE PRIMARY SCHOOL"
- 1. “APPLYING THE MULTIMEDIA LEARNING THEORY IN THE PRIMARY SCHOOL. AN EXPERIMENTAL STUDY ABOUT LEARNING SETTINGS USING DIGITAL SCIENCE CONTENTS” E-Learning & Multimedia Design fabio.serenelli@unimib.it PhD ICT applied to Knowledge Society and Learning Processes F.Serenelli – E.Ruggeri – A.MangiatordiF.Serenelli – E.Ruggeri – A.Mangiatordi
Editor's Notes
- Good morning to everybody , my name is Fabio Serenelli, I’m about to conclude my phd course at the Milano Bicocca University and I’m the e-learning manager at the CPM – the Multimedia Production Center in the same istitution. Today I’m going to take you to a 10 minutes ride on my first experimental study that’s about
- 1.Digital Science Contents In Primary School. We believe that learning is a context situated process that’s why we are interested in real world classrooms rather than just laboratory conditions. So our first question is: which is the most effective use of multimedia learning objects in real contexts? 2. And starting from my instructional designer experience at the C.P.M. I’ll present my hypotesis as a multimedia learning recipe in order to increase learning performances: these ingredients are The use of infographics to stand out relevant information mixing in a meaningful way verbal and not verbal info The Use Audio narration in pair with minimal textual captions Reduce cognitive load The adoption of a game based approach to Foster the engagement levels of the students The forth ingredient; the cooperative learning setting the constructivist element that could boost the power of the other ingredients 3. We started from the widely accepted Multimedia Learning Theory by Richard Mayer and we tried to apply its design principles where they are needed most: with kids of a developing country instead of U.S. college students. 4. So: I took a flight from Milan to Montevideo – Uruguay (A developing country really in the south of the world) and I have been staying there for about 10 months 5. I went there because UY is like an “en plein air” research field. It’s part of the OLPC initiative and it’s the only country in the world that reached the so called “saturation goal” . They covered the entire scholar population - including teachers - distributing half a million XO laptops like the one that you can see here. 6. we took a sample composed by 360 students, aged from 11 to 14, in 16 classrooms of 8 schools that the Uruguaian Ministry of Education defined “very unfavorable critical context schools”. I would like you to know that there wasn’t a budget for this project that is mainly self financed.
- 1.Digital Science Contents In Primary School. We believe that learning is a context situated process that’s why we are interested in real world classrooms rather than just laboratory conditions. So our first question is: which is the most effective use of multimedia learning objects in real contexts? 2. And starting from my instructional designer experience at the C.P.M. I’ll present my hypotesis as a multimedia learning recipe in order to increase learning performances: these ingredients are The use of infographics to stand out relevant information mixing in a meaningful way verbal and not verbal info The Use Audio narration in pair with minimal textual captions Reduce cognitive load The adoption of a game based approach to Foster the engagement levels of the students The forth ingredient; the cooperative learning setting the constructivist element that could boost the power of the other ingredients 3. We started from the widely accepted Multimedia Learning Theory by Richard Mayer and we tried to apply its design principles where they are needed most: with kids of a developing country instead of U.S. college students. 4. So: I took a flight from Milan to Montevideo – Uruguay (A developing country really in the south of the world) and I have been staying there for about 10 months 5. I went there because UY is like an “en plein air” research field. It’s part of the OLPC initiative and it’s the only country in the world that reached the so called “saturation goal” . They covered the entire scholar population - including teachers - distributing half a million XO laptops like the one that you can see here. 6. we took a sample composed by 360 students, aged from 11 to 14, in 16 classrooms of 8 schools that the Uruguaian Ministry of Education defined “very unfavorable critical context schools”. I would like you to know that there wasn’t a budget for this project that is mainly self financed.
- 1.Digital Science Contents In Primary School. We believe that learning is a context situated process that’s why we are interested in real world classrooms rather than just laboratory conditions. So our first question is: which is the most effective use of multimedia learning objects in real contexts? 2. And starting from my instructional designer experience at the C.P.M. I’ll present my hypotesis as a multimedia learning recipe in order to increase learning performances: these ingredients are The use of infographics to stand out relevant information mixing in a meaningful way verbal and not verbal info The Use Audio narration in pair with minimal textual captions Reduce cognitive load The adoption of a game based approach to Foster the engagement levels of the students The forth ingredient; the cooperative learning setting the constructivist element that could boost the power of the other ingredients 3. We started from the widely accepted Multimedia Learning Theory by Richard Mayer and we tried to apply its design principles where they are needed most: with kids of a developing country instead of U.S. college students. 4. So: I took a flight from Milan to Montevideo – Uruguay (A developing country really in the south of the world) and I have been staying there for about 10 months 5. I went there because UY is like an “en plein air” research field. It’s part of the OLPC initiative and it’s the only country in the world that reached the so called “saturation goal” . They covered the entire scholar population - including teachers - distributing half a million XO laptops like the one that you can see here. 6. we took a sample composed by 360 students, aged from 11 to 14, in 16 classrooms of 8 schools that the Uruguaian Ministry of Education defined “very unfavorable critical context schools”. I would like you to know that there wasn’t a budget for this project that is mainly self financed.
- 1.Digital Science Contents In Primary School. We believe that learning is a context situated process that’s why we are interested in real world classrooms rather than just laboratory conditions. So our first question is: which is the most effective use of multimedia learning objects in real contexts? 2. And starting from my instructional designer experience at the C.P.M. I’ll present my hypotesis as a multimedia learning recipe in order to increase learning performances: these ingredients are The use of infographics to stand out relevant information mixing in a meaningful way verbal and not verbal info The Use Audio narration in pair with minimal textual captions Reduce cognitive load The adoption of a game based approach to Foster the engagement levels of the students The forth ingredient; the cooperative learning setting the constructivist element that could boost the power of the other ingredients 3. We started from the widely accepted Multimedia Learning Theory by Richard Mayer and we tried to apply its design principles where they are needed most: with kids of a developing country instead of U.S. college students. 4. So: I took a flight from Milan to Montevideo – Uruguay (A developing country really in the south of the world) and I have been staying there for about 10 months 5. I went there because UY is like an “en plein air” research field. It’s part of the OLPC initiative and it’s the only country in the world that reached the so called “saturation goal” . They covered the entire scholar population - including teachers - distributing half a million XO laptops like the one that you can see here. 6. we took a sample composed by 360 students, aged from 11 to 14, in 16 classrooms of 8 schools that the Uruguaian Ministry of Education defined “very unfavorable critical context schools”. I would like you to know that there wasn’t a budget for this project that is mainly self financed.
- 1.Digital Science Contents In Primary School. We believe that learning is a context situated process that’s why we are interested in real world classrooms rather than just laboratory conditions. So our first question is: which is the most effective use of multimedia learning objects in real contexts? 2. And starting from my instructional designer experience at the C.P.M. I’ll present my hypotesis as a multimedia learning recipe in order to increase learning performances: these ingredients are The use of infographics to stand out relevant information mixing in a meaningful way verbal and not verbal info The Use Audio narration in pair with minimal textual captions Reduce cognitive load The adoption of a game based approach to Foster the engagement levels of the students The forth ingredient; the cooperative learning setting the constructivist element that could boost the power of the other ingredients 3. We started from the widely accepted Multimedia Learning Theory by Richard Mayer and we tried to apply its design principles where they are needed most: with kids of a developing country instead of U.S. college students. 4. So: I took a flight from Milan to Montevideo – Uruguay (A developing country really in the south of the world) and I have been staying there for about 10 months 5. I went there because UY is like an “en plein air” research field. It’s part of the OLPC initiative and it’s the only country in the world that reached the so called “saturation goal” . They covered the entire scholar population - including teachers - distributing half a million XO laptops like the one that you can see here. 6. we took a sample composed by 360 students, aged from 11 to 14, in 16 classrooms of 8 schools that the Uruguaian Ministry of Education defined “very unfavorable critical context schools”. I would like you to know that there wasn’t a budget for this project that is mainly self financed.
- 1.Digital Science Contents In Primary School. We believe that learning is a context situated process that’s why we are interested in real world classrooms rather than just laboratory conditions. So our first question is: which is the most effective use of multimedia learning objects in real contexts? 2. And starting from my instructional designer experience at the C.P.M. I’ll present my hypotesis as a multimedia learning recipe in order to increase learning performances: these ingredients are The use of infographics to stand out relevant information mixing in a meaningful way verbal and not verbal info The Use Audio narration in pair with minimal textual captions Reduce cognitive load The adoption of a game based approach to Foster the engagement levels of the students The forth ingredient; the cooperative learning setting the constructivist element that could boost the power of the other ingredients 3. We started from the widely accepted Multimedia Learning Theory by Richard Mayer and we tried to apply its design principles where they are needed most: with kids of a developing country instead of U.S. college students. 4. So: I took a flight from Milan to Montevideo – Uruguay (A developing country really in the south of the world) and I have been staying there for about 10 months 5. I went there because UY is like an “en plein air” research field. It’s part of the OLPC initiative and it’s the only country in the world that reached the so called “saturation goal” . They covered the entire scholar population - including teachers - distributing half a million XO laptops like the one that you can see here. 6. we took a sample composed by 360 students, aged from 11 to 14, in 16 classrooms of 8 schools that the Uruguaian Ministry of Education defined “very unfavorable critical context schools”. I would like you to know that there wasn’t a budget for this project that is mainly self financed.
- Our first experiment is about Instructional Formats For Self-Directed Learning. We arranged a participatory design process In collaboration with 16 teachers, an american software house (Sheppard Software) and a small uruguayan graphic design team. We developed three learning object concepts for the Food-Chain topic, because it’s part of the school program. 2-The 1°LO is an infographics resume that I have here in my hands. We used the same infographics display method for the three prototypes and the same virtual pedagogical agent – Prof. Haragan – that means prof. Idler The modality for conveying the verbal information is comic based As you can see it’s made of paper and the concepts are presented with a topic centered approach 3. the 2° is developed for the XO platform, the modality is mostly audio with a few text captions, we limited the interactivity to a very basic level: just the self-paced progression by the student. 4.the 3rd is an interactive learning game conducted by an animated pedagogical agent called “Prof. Haragan” (Professor Idler) based on the Task Centered Inst.Strategy by D. Merrill
- Our first experiment is about Instructional Formats For Self-Directed Learning. We arranged a participatory design process In collaboration with 16 teachers, an american software house (Sheppard Software) and a small uruguayan graphic design team. We developed three learning object concepts for the Food-Chain topic, because it’s part of the school program. 2-The 1°LO is an infographics resume that I have here in my hands. We used the same infographics display method for the three prototypes and the same virtual pedagogical agent – Prof. Haragan – that means prof. Idler The modality for conveying the verbal information is comic based As you can see it’s made of paper and the concepts are presented with a topic centered approach 3. the 2° is developed for the XO platform, the modality is mostly audio with a few text captions, we limited the interactivity to a very basic level: just the self-paced progression by the student. 4.the 3rd is an interactive learning game conducted by an animated pedagogical agent called “Prof. Haragan” (Professor Idler) based on the Task Centered Inst.Strategy by D. Merrill
- Our first experiment is about Instructional Formats For Self-Directed Learning. We arranged a participatory design process In collaboration with 16 teachers, an american software house (Sheppard Software) and a small uruguayan graphic design team. We developed three learning object concepts for the Food-Chain topic, because it’s part of the school program. 2-The 1°LO is an infographics resume that I have here in my hands. We used the same infographics display method for the three prototypes and the same virtual pedagogical agent – Prof. Haragan – that means prof. Idler The modality for conveying the verbal information is comic based As you can see it’s made of paper and the concepts are presented with a topic centered approach 3. the 2° is developed for the XO platform, the modality is mostly audio with a few text captions, we limited the interactivity to a very basic level: just the self-paced progression by the student. 4.the 3rd is an interactive learning game conducted by an animated pedagogical agent called “Prof. Haragan” (Professor Idler) based on the Task Centered Inst.Strategy by D. Merrill
- Our first experiment is about Instructional Formats For Self-Directed Learning. We arranged a participatory design process In collaboration with 16 teachers, an american software house (Sheppard Software) and a small uruguayan graphic design team. We developed three learning object concepts for the Food-Chain topic, because it’s part of the school program. 2-The 1°LO is an infographics resume that I have here in my hands. We used the same infographics display method for the three prototypes and the same virtual pedagogical agent – Prof. Haragan – that means prof. Idler The modality for conveying the verbal information is comic based As you can see it’s made of paper and the concepts are presented with a topic centered approach 3. the 2° is developed for the XO platform, the modality is mostly audio with a few text captions, we limited the interactivity to a very basic level: just the self-paced progression by the student. 4.the 3rd is an interactive learning game conducted by an animated pedagogical agent called “Prof. Haragan” (Professor Idler) based on the Task Centered Inst.Strategy by D. Merrill
- We administered 5 tests but here I’m going to presents just the results of the transfer test. Which is the mean between a comprehension test and a problem solving test. As you can see in the chart, In Disagreement with our hypothesis, the step by step multimedia group with its strongly guided instructional strategy and minimal interactivity seems to outperform the other groups So the high interactivity levels of the learning game are not a plus for this critical context sample. We can assume that it’s better to avoid the individual reading activity (26% of CA less!!) maybe because it lacks of the needed isolation provided by the headset in order to exclude the classroom noise and pay attention to relevant information. EXP2 to understand which is the best classroom setting for a game-based learning object we ran the 2nd exp, so we compared the results of the previous learning game played individually with a new group divided in pairs that played sharing one laptop and one headset and were strongly asked to negotiate game strategies and mutually check the comprehension levels of the mate.
- We administered 5 tests but here I’m going to presents just the results of the transfer test. Which is the mean between a comprehension test and a problem solving test. As you can see in the chart, In Disagreement with our hypothesis, the step by step multimedia group with its strongly guided instructional strategy and minimal interactivity seems to outperform the other groups So the high interactivity levels of the learning game are not a plus for this critical context sample. We can assume that it’s better to avoid the individual reading activity (26% of CA less!!) maybe because it lacks of the needed isolation provided by the headset in order to exclude the classroom noise and pay attention to relevant information. EXP2 to understand which is the best classroom setting for a game-based learning object we ran the 2nd exp, so we compared the results of the previous learning game played individually with a new group divided in pairs that played sharing one laptop and one headset and were strongly asked to negotiate game strategies and mutually check the comprehension levels of the mate.
- We administered 5 tests but here I’m going to presents just the results of the transfer test. Which is the mean between a comprehension test and a problem solving test. As you can see in the chart, In Disagreement with our hypothesis, the step by step multimedia group with its strongly guided instructional strategy and minimal interactivity seems to outperform the other groups So the high interactivity levels of the learning game are not a plus for this critical context sample. We can assume that it’s better to avoid the individual reading activity (26% of CA less!!) maybe because it lacks of the needed isolation provided by the headset in order to exclude the classroom noise and pay attention to relevant information. EXP2 to understand which is the best classroom setting for a game-based learning object we ran the 2nd exp, so we compared the results of the previous learning game played individually with a new group divided in pairs that played sharing one laptop and one headset and were strongly asked to negotiate game strategies and mutually check the comprehension levels of the mate.
- We administered 5 tests but here I’m going to presents just the results of the transfer test. Which is the mean between a comprehension test and a problem solving test. As you can see in the chart, In Disagreement with our hypothesis, the step by step multimedia group with its strongly guided instructional strategy and minimal interactivity seems to outperform the other groups So the high interactivity levels of the learning game are not a plus for this critical context sample. We can assume that it’s better to avoid the individual reading activity (26% of CA less!!) maybe because it lacks of the needed isolation provided by the headset in order to exclude the classroom noise and pay attention to relevant information. EXP2 to understand which is the best classroom setting for a game-based learning object we ran the 2nd exp, so we compared the results of the previous learning game played individually with a new group divided in pairs that played sharing one laptop and one headset and were strongly asked to negotiate game strategies and mutually check the comprehension levels of the mate.
- We administered 5 tests but here I’m going to presents just the results of the transfer test. Which is the mean between a comprehension test and a problem solving test. As you can see in the chart, In Disagreement with our hypothesis, the step by step multimedia group with its strongly guided instructional strategy and minimal interactivity seems to outperform the other groups So the high interactivity levels of the learning game are not a plus for this critical context sample. We can assume that it’s better to avoid the individual reading activity (26% of CA less!!) maybe because it lacks of the needed isolation provided by the headset in order to exclude the classroom noise and pay attention to relevant information. EXP2 to understand which is the best classroom setting for a game-based learning object we ran the 2nd exp, so we compared the results of the previous learning game played individually with a new group divided in pairs that played sharing one laptop and one headset and were strongly asked to negotiate game strategies and mutually check the comprehension levels of the mate.
- Our third experiment LO’s effectiveness as a Teacher Instructional Aid for traditional lessons. So i trained 4 teachers to use a Ppt Presentation about the foodchain for a their live frontal lesson Here we can see a few inspiring results: The TRADITIONAL_LESSON Group performs very similar to the Larning Games Groups (individually or in pair) As seen before the PAPER_INFOGRAPHICS group is the worst condition, producing 15% of Correct Answers less than the teacher group But with our big surprise the step by step tutorial, with the virtual pedagogical agent prof.Haragan. Outperformed the teacher directed group producing 13,4% of CA more
- Our third experiment LO’s effectiveness as a Teacher Instructional Aid for traditional lessons. So i trained 4 teachers to use a Ppt Presentation about the foodchain for a their live frontal lesson Here we can see a few inspiring results: The TRADITIONAL_LESSON Group performs very similar to the Larning Games Groups (individually or in pair) As seen before the PAPER_INFOGRAPHICS group is the worst condition, producing 15% of Correct Answers less than the teacher group But with our big surprise the step by step tutorial, with the virtual pedagogical agent prof.Haragan. Outperformed the teacher directed group producing 13,4% of CA more
- Our third experiment LO’s effectiveness as a Teacher Instructional Aid for traditional lessons. So i trained 4 teachers to use a Ppt Presentation about the foodchain for a their live frontal lesson Here we can see a few inspiring results: The TRADITIONAL_LESSON Group performs very similar to the Larning Games Groups (individually or in pair) As seen before the PAPER_INFOGRAPHICS group is the worst condition, producing 15% of Correct Answers less than the teacher group But with our big surprise the step by step tutorial, with the virtual pedagogical agent prof.Haragan. Outperformed the teacher directed group producing 13,4% of CA more
- Our third experiment LO’s effectiveness as a Teacher Instructional Aid for traditional lessons. So i trained 4 teachers to use a Ppt Presentation about the foodchain for a their live frontal lesson Here we can see a few inspiring results: The TRADITIONAL_LESSON Group performs very similar to the Larning Games Groups (individually or in pair) As seen before the PAPER_INFOGRAPHICS group is the worst condition, producing 15% of Correct Answers less than the teacher group But with our big surprise the step by step tutorial, with the virtual pedagogical agent prof.Haragan. Outperformed the teacher directed group producing 13,4% of CA more
- So here they are our Further Investigations in a few months We would be able to say what is the best match between INST.FORMAT/L.SETTING/OBJECTIVE according to the adapted Content Performance matrix we derived by Merrill & clark We will elaborate User Experience questionnaires distributed after the experiments to find out a CORRELATION between learning PERFORMANCES and students ENGAGEMENT levels We are going to split the main sample in 2 AGE-GROUPS: 11-12 (preadolescents)/13-14(adolescents). At the end we are going to run the same experiments with an ITALIAN “DIGITAL_NATIVES” sample