Using Web-Based Linear Movies and Modularized Slide Shows for Teaching Statistics Courses: A Study of the Relationship between Knowledge Nature and Multimedia Type
American Educational Research Association Annual Meeting,
Previous research has indicated that without adequate background knowledge, statistical learners can miss important details and build up more misconceptions through interactive simulations. To rectify this situation, two types of multimedia with limited learner control were used in a Web-based statistical course: (1) linear digital movies; and (2) modularized slide shows. Participants were 36 graduate and undergraduate students. It was hypothesized that the instructional effectiveness in terms of correct understanding would be tied to the conceptual and procedural knowledge nature. An interaction effect of the media type and knowledge nature type was expected. Analysis of variance did not yield a significant result for the interaction effect but did yield a significant result for both media and knowledge effects. Although the movie approach did not yield benefits in terms of conceptual or procedural learning, benefits might have been inhibited by problems in the navigational interface. (Contains 6 figures and 30 references.) (SLD)
Yu, C.h., Jannasch-Pennell, A. & DiGangi, S.A. (2000). Using Web-Based Linear Movies and Modularized Slide Shows for Teaching Statistics Courses: A Study of the Relationship between Knowledge Nature and Multimedia Type. Presented at American Educational Research Association Annual Meeting 2000.
Cited ByView References & Citations Map
Lucy Cumyn, Rhonda Amsel & Susanne Lajoie, McGill University, Canada
EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 2784–2787
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.