Learning Styles Data and Designing Multimedia for Engineers

Kirkham, Pat; Farkaš, Daša; Lidstrom, Mary E.

doi:10.1109/ipcc.2006.320390

Cited by 6 publications

(4 citation statements)

References 11 publications

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“…This may also be due to the sample itself whom are polytechnic engineering students. Engineering students are known to be mildly introvert and introverts are known to prefer dark colours such as brown, grey and black [57], [58]. These students are also much more inclined towards the concept of outer space thus preferring cool colour such as dark colours that are reflected by the blue-grey combination [58].…”

Section: Perceived Satisfactionmentioning

confidence: 99%

Emotional Design in Multimedia Learning: How Emotional Intelligence Moderates Learning Outcomes

Kumar¹,

Muniandy²,

Yahaya³

2016

IJMECS

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This study is designed as a preliminary study to explore the effects of emotional intelligence (EI) on achievement, perceived intrinsic motivation and perceived satisfaction when expose to an emotional designed Multimedia Learning Environment (MLE) that was designed to induce either positive, neutral or negative emotions. All three designs had similar content and narration but differed in visual element such as colour, font size, font style and images. Based on the findings, it was reported that students performed better in the design used to induce negative emotion (NegD design) followed by the positive (PosD) and Neutral (NeuD). There is no significant difference in levels of emotional intelligence towards these learning outcomes; however, students with Low EI performed better overall. EI only qualified perceived satisfaction when using a MLE designed to induce emotions and it was found that students with Low EI preferred the design that induces positive emotions. In addition, High EI students favored designs with emotionality (positive or negative) compared to neutral design.

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Section: Perceived Satisfactionmentioning

confidence: 99%

Emotional Design in Multimedia Learning: How Emotional Intelligence Moderates Learning Outcomes

Kumar¹,

Muniandy²,

Yahaya³

2016

IJMECS

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“…However, they did like colours like purple and orange. It was also reported, that engineering students have a tendency to prefer dark colours or multimedia that refer to the 'out of space' matters (Kirkham, Farkas, & Lidstrom, 2006), thus relating to the negative design. This supports Chen, Jang, & Branch (2010), suggestion of developing interactive online learning tools that fosters students "feeling of affiliation" with the contents.…”

Section: Discussionmentioning

confidence: 99%

Exploring the effects of visual aesthetics in e-learning for engineering students

2018

Knowledge Management &Amp; E-Learning: An International Journal

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e-Learning is changing the way students learn in the classroom. However, one of the least emphasised aspect in e-learning design concerns with aesthetics. Recent research in multimedia aesthetics highlighted the need to understand interaction from a multidisciplinary perspective. Aesthetics research in e-learning usually focuses on exploring the effects of positive aesthetics design towards neutral designs and a gap in exploring the effects of negative aesthetics. In this study, two different designs were developed to reflect positive and negative aesthetics designs. The cognitive outcome of these designs was compared and evaluated based on a learning achievement to measure comprehension. Gender and academic achievement were also explored to investigate if these factors had an effect on aesthetics perception and learning achievement. Based on the outcome of 95 electronic engineering students from two different polytechnics in Malaysia, it was found that engineering students performed better in the negative design in comparison to the positive design. In addition, genders or academic achievement differences were found not to influence the outcome.

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“…The visual-verbal dimension shows a different story in the sense that both the distributions are centered on the visual side. It is a well-documented observation that engineers tend to be more on the visual side than on the verbal side [22,23]. Finally, on the sequential-global dimension, the faculty show an almost neutral preference, while the students showed a stronger preference for sequential learning.…”

Section: Ils Dimensionmentioning

confidence: 96%

Characterizing the Alignment in Faculty and Student Beliefs

Berger

Guruprasad

Senkpeil

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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of the ASEE Virtual Community of Practice (VCP) for mechanics educators across the country. His current research focuses on student problem-solving processes and use of worked examples, change models and evidence-based teaching practices in engineering curricula, and the role of non-cognitive and affective factors in student academic outcomes and overall success.Mr. Gireesh Guruprasad, Purdue University, West Lafayette (College of Engineering)Gireesh Guruprasad is a graduate student at Purdue University. As part of his research, he explores factors that affect the Professional Formation of Engineers, based on students beliefs and preferences and the beliefs of the faculty who teach them. Gireesh obtained his Bachelors degree in Mechanical Engineering and is currently pursuing his Masters degree in Aeronautics and Astronautics Engineering.Mr. Ryan R. Senkpeil, Purdue University, West Lafayette (College of Engineering) Ryan Senkpeil is a Ph.D. student in Engineering Education at Purdue University who's research is focused on non-cognitive factors that impact engineering student performance and developing interventions to improve students' non-cognitive factors.c American Society for Engineering Education, 2017 Characterizing the alignment in faculty and student beliefs Abstract This research paper investigates faculty members' actions in a classroom setting in light of their personal beliefs about teaching and learning, and their relationships to student beliefs. The research question is: to what extent is alignment between faculty and student beliefs about teaching and learning related to faculty pedagogical activities and actions? Very little prior work integrates student-side and instructor-side preferences and actions, and this paper extends our understanding of this alignment. We expect that a clearer understanding of the alignment between faculty and students may help explain student academic performance. This paper focuses on characterizing the alignment, while our future research explores its relationship to student outcomes.Our data analysis reveals the following key insights about our research question. Faculty-student learning styles misalignment is largest along the active-reflective dimension of the ILS. In turn, faculty who are more misaligned with their students (in the ILS sense) tend to lecture more. In our data, faculty learning preferences and teaching preferences do not appear to be strongly correlated. Results suggest that faculty who are more instructor focused than average tend to use active and collaborative learning activities, and formative evaluation to a lesser extent. Conversely, faculty who are more student focused than average use lecture as a teaching tool to a lesser extent. IntroductionFaculty choices about how they teach in undergraduate engineering courses have important impacts on student learning. Past research has found that faculty's implicit beliefs and thoughts influence their behavior in class [1]-[3] . The strategies and actions faculty adopt to teach in class, it ...

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Learning Styles Data and Designing Multimedia for Engineers

Cited by 6 publications

References 11 publications

Emotional Design in Multimedia Learning: How Emotional Intelligence Moderates Learning Outcomes

Emotional Design in Multimedia Learning: How Emotional Intelligence Moderates Learning Outcomes

Exploring the effects of visual aesthetics in e-learning for engineering students

Characterizing the Alignment in Faculty and Student Beliefs

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