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Explicit vs. implicit learning through multimedia (language) learning environments: a comparative efficiency research
PROCEEDINGS

, , K.U.Leuven Campus Kortrijk, Belgium

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

We focus on environments for efficient multimedia language learning: how to create learning environments that stress either implicit or explicit learning, what is the influence of the interface on explicit/implicit language learning, does it have specific short and long term effects. Different versions of the same application (and the same content, the expression of "order" in French, onomasiological and semasiological approach) are designed, tested and evaluated. We outline the way to and the detailed research design. It starts with an overview of the many fields of research connected, ranging from HCI and interface design, over cognitive psychology (Anderson) and multimedia learning (Mayer, Moreno) to recent insights in second language acquisition (Hulstijn,…), CALL (Desmet) and "gameplay" (Southern). Further, we explain the research design: topic, creation of the different environments, learning paths, experiment design and qualitative and quantitative data analysis. Finally, we present a framework for the different hypotheses and expected outcomes.

Citation

Wylin, B. & Desmet, P. (2004). Explicit vs. implicit learning through multimedia (language) learning environments: a comparative efficiency research. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2127-2133). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2019 from .

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