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The effect of learner control on knowledge gain in an interactive multimedia instructional environment
DISSERTATION

, Arizona State University, United States

Arizona State University . Awarded

Abstract

The purpose of this study was to investigate the effect of learner control on knowledge gain in an Interactive Multimedia (IMM) instructional environment. Subjects participating in this study were 92 K–5 in-service teachers from various schools in the state of Arizona. Subjects were randomly assigned to one of two treatment groups: a restricted learner control group or a full learner control group. The restricted learner control group contained 47 subjects and the full learner control group contained 45 subjects.

The IMM instructional environment used in this study was a CD-ROM, entitled “Exploring Geometric Shapes”. The subjects in the restricted learner control group navigated through selected sections of the CD-ROM in a linear manner within a 45-minute time period. The subjects in the full learner control group were limited to the same sections of the CD-ROM as the subjects in restricted learner control group. Moreover, the subjects in the full learner control group were given the same amount of time (45 minutes) as the subjects in restricted learner control condition to complete the treatment. However, the subjects in the full learner control group were free to view video and listen to audio in sections shown in a non-linear manner.

Results indicated a statistically significant difference in gain score means between the full learner control group and the restricted learner control group, with the full learner control group having a gain score mean of 3.27 and the restricted learner control group having a gain score mean of 2.09. Results also indicated that there was a statistically significant difference in knowledge gain related to subject knowledge of the teaching standards across the two treatment groups. Lastly, the results of the Pearson Product Moment r correlation and a linear regression indicating that there is a positive correlation between teaching standards knowledge and knowledge gain.

Citation

Amato, V. The effect of learner control on knowledge gain in an interactive multimedia instructional environment. Ph.D. thesis, Arizona State University. Retrieved May 20, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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