iPedagogy: Using Multimedia Learning Theory to iDentify Best Practices for MP3 Player Use in Higher Education
Journal of Applied Communication Research Volume 39, Number 2, ISSN 0090-9882
Some institutions of higher learning have invested considerable resources to diffuse iPods and MP3 devices though little is known about learning outcomes tied to their use. Dual-coding and multimedia learning theories guided the development of a typical college lecture so that it could be presented in a combination of audio and visual forms across small-screen and large-screen displays. A 3 (audio, audio/text, and audio/video)x2 (iPod screen vs. computer screen) factorial experiment, was conducted to examine how systematic variations in the capability of commonly used MP3 technologies facilitate learning. Scores indicated that dual-coded presentations were substantially more potent learning aids. Results are discussed in terms of developing best-practice strategies for those who wish to implement iPod technology into course curricula. (Contains 1 table.)
Downs, E., Boyson, A.R., Alley, H. & Bloom, N.R. (2011). iPedagogy: Using Multimedia Learning Theory to iDentify Best Practices for MP3 Player Use in Higher Education. Journal of Applied Communication Research, 39(2), 184-200.
Cited ByView References & Citations Map
Yayoi Anzai, Aoyama Gakuin University, Japan
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2012–2020
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