Controlled study on the effectiveness of multimedia learning modules for teaching mechanics

Abstract

We have investigated the impact of using multimedia learning modules (MLM) on the learning of students enrolled in introductory physics courses at California State Polytechnic University, Pomona. One hundred fifty-nine students were randomly registered in two sections of an introductory mechanics course, one of which featured the MLMs. Both sections had the same instructor, participated in class discussions on identical topics, and used the same problem-solving examples. The students in the multimedia group outperformed the students who did not experience the MLMs in a final course examination and across identical discussion questions

Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

“…For example, improved student learning and attitudes towards instruction have been found when reading assignments have been replaced with on-line multimedia videos in physics classes across various institutions [5][6][7]. In particular, it has been shown that students arrive to class better prepared for learning when completing MLMs versus traditional reading assignments for large-enrollment lecture-based courses and hybrid on-line formats [5,8,9].…”

“…A more in-depth discussion of how the authors of the MLMs utilized the relevant literature in the design process is available in reference [8]. Furthermore, the efficacy of the MLMs has been verified in multiple other settings [5][6][7][8][9].…”

“…The general effectiveness of these teaching styles has been shown in several different contexts [5,[8][9][10][11][12][13][14][15]. The contribution this study makes to the literature on both MLM and TIP is the measured efficacy of the combination of these two approaches, as well as reinforcement of the effectiveness of MLMs as a pedagogical tool across various groups.…”

“…It is hypothesized, based on the MLM literature, that students completing the MLM activities will achieve higher gains in learning, perform better on semester tests, and report a perception of greater instructor effectiveness [5,8,9]. However, successful implementation of new pedagogies requires caution, specifically because research shows that different populations can respond very differently to reformed instruction based on scientific reasoning ability, motivation, major, and general academic preparation [13,[16][17][18].…”

¿Cómo deja de fluir un chorro de agua de un recipiente en caída libre?

“…Hace una década, se pudo encontrar en la red (entre vídeos, experimentos interactivos en la pantalla, simulaciones y animaciones generadas por el ordenador) al menos 5000 de multimedia que podrían usarse en la enseñanza de la física (Alther et al 2004). Últimamente, se evalúan experimentalmente sus efectos verdaderos en el aprendizaje de la física de los estudiantes (Sadaghiani 2011, Zacharia y Olympiou 2011, Sadaghiani 2012, Jian-hua 2012, Najafipour et al 2013.…”