An Integrated Multimedia Learning Model vs. The Traditional Face-to-Face Learning Model: An Examination of College Economics Classes
Barbara Son, Mark Simonian, California State University at Los Angeles, United States
Journal of Educational Multimedia and Hypermedia Volume 25, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Multimedia learning tools can assist and help motivate students by supplementing traditional teaching modalities with learner-centered learning through application and practice. The overall effectiveness of multimedia learning has been documented (Son & Simonian, 2013; Son & Goldstone, 2012; Zhang, 2005). How are effective multimedia learning tools best integrated into the instruction of challenging courses, such as mathematics and economics courses? To answer this question, first, we present an Integrated Multimedia Learning Model which overcomes crucial weaknesses of the traditional face-to-face learning model. Then, we then test our hypothesis about the effectiveness of an Integrated Multimedia Learning Model through an examination of the outcomes of both learning models in college economics classes. In sum, we find that students who were presented with complex material through an Integrated Multimedia Learning Model achieved statistically higher performances than students who were presented the same complex material through a traditional learning model. Finally, we consider the implications of this demonstrable improvement in student achievement, discussing the most effective uses of our Integrated Multimedia Learning Model.
Son, B. & Simonian, M. (2016). An Integrated Multimedia Learning Model vs. The Traditional Face-to-Face Learning Model: An Examination of College Economics Classes. Journal of Educational Multimedia and Hypermedia, 25(4), 305-321. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)