On Multimedia Factors Effecting Learning
Save to My Collections
Encheva, S., Tumin, S., Sampaio, P. & Peralta, L. (2007). On Multimedia Factors Effecting Learning. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 2194-2201). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25674.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007
June 25, 2007
Craig Montgomerie & Jane Seale
More Information on EDMEDIA
Table of Contents
Learning process can be stimulated by presenting information via multiple media formats. This paper is devoted to finding relations between learning styles, learning preferences and information being presented in a variety of formats. These relations are formally presented by applying methods from the theory of formal concept analysis. The enclosed concept lattice illustrates the effect of learning styles, learning orientations and various multimedia inputs on learning. It is worth noting that there is some evidence that complex learner control functions can be counter-productive in terms of educational outcomes.
- Tutorial Formats and their Effectiveness in Computer Application Software Teaching
- Effectiveness of Audio on Screen Captures in Software Application Instruction
- Screen captured video tutorials as a special case of multimedia: testing the redundancy principle.
- The Use of Screencasting and Audio to Support Student Learning
- The Current State of Screencast Technology and What is Known About its Instructional Effectiveness
- Using Advanced Screen Capture in Support of Educational Technology Instruction
- Performance and Behavioral Outcomes in Technology-Supported Learning: The Role of Interactive Multimedia
- Towards a New Generation of Multimedia Learning Research
- The Ideal Multimedia-Enabled Classroom: Perspectives from Psychology, Education, and Information Science
- Effects of Objectives, Practice, and Review in Multimedia Instruction
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.