Design of learning objects for concept learning: effects of multimedia learning principles and an instructional approach

Abstract

Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching techniques-(a) variation theory, and (b) representations of subject matter-on the design of learning objects for secondary school algebra concept learning. The results of this study showed that the experimental group performed significantly better than the control group on algebra learning achievement. The results also showed that only the experimental design with the addition of the instructional approach resulted in higher-order mathematical thinking skills and improved procedural skills of the students. Further analysis reveals that concept learning was simplified when multimedia learning principles were applied and the information was presented by the instructional approach.

Factors influencing peer learning and performance in MOOC asynchronous online discussion forum

“…Cognitive processing of activities affects student learning and engagement (Chiu & Churchill, 2015aChiu & Mok, 2017;Garrison et al, 2010), which plays an important role in online educational practice, particularly in open online learning (Garrison et al, 2010;Swan, Garrison, & Richardson, 2009). This processing is associated with the learning goals of learners.…”

“…Accordingly, we provide five practical suggestions to facilitate viewing. First, due to the massive number of threads in forums, we should use attractive and short titles for threads or signal keywords in threads (Chiu & Churchill, 2015a, 2015bsignalling principle in Mayer, 2009). Second, as concise messages can promote responding and reading, we should encourage short and simple comments from learners by restricting the number of words in a response.…”

Adoption of mobile devices in teaching: changes in teacher beliefs, attitudes and anxiety

“…These environments encourage individual and independent learning, learning by doing, sharing and peer-reviewing, which make teaching more effective (Godwin-Jones, 2005;Wong, 2012). Numerous studies suggest how to design materials and activities when using mobile device for the environments (e.g., Chiu & Churchill, 2015a, 2015bGedik, Hanci-Karademirci, Kursun, & Cagiltay, 2012;Martin & Ertzberger, 2013). However, the environments are only established after mobile devices are successfully introduced in classrooms and integrated in teaching sustainably (Strudler & Wetzel, 1999).…”

Introducing electronic textbooks as daily‐use technology in schools: A top‐down adoption process

“…An electronic textbook is more than a paper textbook in an electronic format, as it should also include collaborative, interactive, and other authentic features (Fouh, Breakiron, Hamouda, Farghally, & Shaffer, ; Fouh et al , ; Gu, Wu, & Xu, ; McFall, ; McFall, Dershem, & Davis, ). Their design characteristics and factors affecting student learning with electronic textbooks have been much studied (Chiu, ; Chiu & Churchill, ; Luik & Mikk, ; Rodriguez‐Solano, Sánchez‐Alonso, & Sicilia, ), eg, the design should be interactive and differ for students of different learning abilities. These design variables of the textbook that affect user acceptance are sufficient in facilitating the bottom‐up or innovation‐oriented adoption process, but not in the top‐down (Hargreaves & Shirley, ).…”