The Effects of Multimedia on Learning in Third World Children
Michael Macaulay, SCISM, South Bank University, United Kingdom
Journal of Educational Multimedia and Hypermedia Volume 12, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Multimedia is increasingly being used in computer-based learning, and the general indication is that this trend will persist for a while to come. One rationale for this trend the assumption that multimedia has properties that can aid learning, particularly the learning of abstract subjects. One area which has long been seen as a target for the use of learning aid is children's learning. However, although the use of multimedia in this area is rapidly increasing, particularly in the form of numerous commercial applications, there still seems a lack of adequate research into the extent to which multimedia is effective in children mathematics, given factors such as culture and environment. This study investigated the effectiveness of multimedia on the learning performance of non-English-speaking third world children. The performance scores of two groups of 18 children were recorded immediately before and after using either multimedia or a no multimedia to learn mathematics. The children that used multimedia scored significantly higher after using it than those who did not. The implication of this finding is discussed.
Macaulay, M. (2003). The Effects of Multimedia on Learning in Third World Children. Journal of Educational Multimedia and Hypermedia, 12(2), 185-198. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2003 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Interactive Multimedia Mathematics: Streamlining 6th Grade Content for Better Teaching, Practice, Remediation and Enrichment
Maria-Kristina Smith O'Regan & Christina Dehler, Cal Poly Pomona, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3528–3533
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.