Collaborative Multimedia Learning: Influence of a Social Regulatory Support on Learning Performance and on Collaboration

Acuña, Santiago Roger; Aymes, Gabriela López

doi:10.5430/jct.v5n2p83

Cited by 2 publications

(3 citation statements)

References 31 publications

(50 reference statements)

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“…Fukfon, Sriwichai, Chairinkhom, & Tanyapansin (2018) also found that relationship factors between professors and students has a negative correlation to stress, with a significance level of .01. Acuña & López-Aymes (2016) found that the condition with social regulatory support promoted higher quality concept maps; however, the social regulatory support had a significant effect on the levels of collaboration perceived by the team members. In the conclusions are pointed the reach of these results for the design and implementation of collaborative interventions, based on the use of multimedia materials.…”

Section: Discussionmentioning

confidence: 83%

Factors Affecting Stress of Online Learning due to the COVID-19 Situation at Faculty of Education, Thailand National Sports University Chonburi Campus

Sukdee¹,

Khajornsilp²,

Netrthanon³

et al. 2021

JCT

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The purpose of this research was to study factors affecting stress of online learning due to the COVID-19 situation at the Faculty of Education, Thailand National Sport University Chonburi Campus, and to create equations to predict the stress of students. The samples consisted of 280 students in the Faculty of Education, Thailand National Sport University Chonburi Campus. The research instruments were the Suanprung Stress Test and a questionnaire gauging emotional and mental status, perceived severity of stress, opportunity for risk of stress, perceived usefulness of stress management, university policies that promote stress management, environment, and social support. The data were analyzed in terms of frequency, percentage, mean, standard deviation and Stepwise Multiple Regression Analysis. The results indicated that 1) study stress levels during the COVID-19 situation were at a moderate level: subjects had a mild level of stress 8.93 percent, moderate level of stress 56.78 percent, high level of stress 33.93 percent and severe level of stress 0.36 percent; 2) The subjects’ emotional and mental well-being, perceived severity of stress, perceived usefulness of stress management, University policies that promote stress management, environment, social support were at a high level, and Opportunity for risk of stress moderate level. 3) The factors that related to the stress of online learning due to the COVID-19 situation comprised were 4 variables: achievement perceived usefulness of stress management, opportunity for risk of stress, university policies that promote stress management, and social support. There was a statistically significantly difference at the 0.1 level. These 4 factors could predict the Stress about percentage of 70.50. The significantly predicted equations were as follows: In term of raw scores: Y/ = 75.425 + (-5.180) (X4) + 3.816 (X3) + (-3.465) (X5) + (-2.689) (X7) In term of standard scores: Z / Y = (-0.324) (Z X 4) + 0.280 (Z X 3) + (-0.225) (Z X3) + (-0.165) Z X 7)

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Section: Discussionmentioning

confidence: 83%

Factors Affecting Stress of Online Learning due to the COVID-19 Situation at Faculty of Education, Thailand National Sports University Chonburi Campus

Sukdee¹,

Khajornsilp²,

Netrthanon³

et al. 2021

JCT

View full text Add to dashboard Cite

show abstract

“…Researchers (e.g. Acuña and L opez-Aymes, 2016;Clark and Mayer, 2016;de Sousa et al, 2017;Evans and Gibbons, 2007;Farias et al, 2007) provide evidence suggesting that students, both at university and lower levels, show significant differences when learning from multimedia content as opposed to traditional learning. Likewise, studies show that learners' success through multimedia learning environments would increase meaningfully.…”

Section: Introductionmentioning

confidence: 99%

“…Researchers (e.g. Acuña and López-Aymes, 2016; Clark and Mayer, 2016; de Sousa et al. , 2017; Evans and Gibbons, 2007; Farias et al.…”

Section: Introductionmentioning

confidence: 99%

How university instructors apply the design principles for electronic courses: a comparative study based on Richard Mayer's model on multimedia learning

Keshavarz¹,

Fallahnia

Hamdi

2022

IJILT

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PurposeDue to the lack of standard and research-based frameworks in evaluating the content designed in electronic courses, there appears a need to examine some existing theoretical models like the cognitive theory of multimedia learning (CTML) developed by Richard Mayer on real occasions. To confirm the effectiveness of the seven principles of the model driven from this theory in different educational settings, especially amid the COVID-19 pandemic, the present study was conducted in the contexts of two universities in Iran for comparison purposes.Design/methodology/approachThe present research is a descriptive one for which a survey method was considered to collect data. A measurement instrument was developed based on the seven principles mentioned in the last edition of the book written by Clark and Mayer (2016) as well as an extensive review of the related literature. The data gathered from 524 online questionnaires returned by students of a public university Shahid Beheshti University (SBU) and a private one Ruzbahan University (RU) were then analyzed through partial least squares using SmartPLS 3.0.FindingsThe results of confirmatory factor analysis showed that convergent and discriminant validities, as well as model fit indices, had the reliability of the theoretical model at the 99% confidence level. Based on the path coefficients found for testing hypotheses, modality and coherence principles were the first and last priorities, respectively. Moreover, the comparative study showed that t-statistics values for multimedia, contiguity, modality, redundancy and personalization but not for coherence, and segmenting and pretraining principles are significantly different between the two universities.Originality/valueThis study can be considered a pioneering research in Iran so as to increase the quality of multimedia design, instruction and learning at university levels in future research while emphasizing the importance of Mayer’s principles in the design of electronic content.

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Collaborative Multimedia Learning: Influence of a Social Regulatory Support on Learning Performance and on Collaboration

Cited by 2 publications

References 31 publications

Factors Affecting Stress of Online Learning due to the COVID-19 Situation at Faculty of Education, Thailand National Sports University Chonburi Campus

Factors Affecting Stress of Online Learning due to the COVID-19 Situation at Faculty of Education, Thailand National Sports University Chonburi Campus

How university instructors apply the design principles for electronic courses: a comparative study based on Richard Mayer's model on multimedia learning

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