Multimedia and Textual Reading Comprehension: Multimedia as Personal Learning Environment’s Enriching Format

Martínez, José Daniel García; Rigo, Eduardo; Jiménez, Rafael

doi:10.7821/naer.2017.1.180

Cited by 10 publications

(6 citation statements)

References 26 publications

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“…More specifically, Keller's model proved helpful to check the degree of motivation raised by different technological resources amongst students. Examples are: videogames [62]; the inclusion of video in e-learning learning sessions [63]; audio podcasts [64]; Massive Open Online Courses [65,66]; or AR [67][68][69].…”

Section: Information Collection Instrumentsmentioning

confidence: 99%

The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments

Cabero‐Almenara

Vila

2019

Applied Sciences

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Augmented Reality (AR) is an emergent technology that is acquiring more and more relevance in teaching every day. Together with mobile technology, this combination arises as one of the most effective binomials to support significant and ubiquitous learning. Nevertheless, this binomial can only prove valid if the student is motivated to use it during the learning process. An attempt was made through the implementation of Keller’s Instructional Material Motivational Survey model o determine the degree of motivation of Pedagogy, Medicine and Art students from the University of Seville for using AR-enriched notes available by means of mobile devices in the classroom. Three applications designed for the subjects of Educational Technology, Anatomy and Art served to assess it positively in terms of the motivation raised by the participation in the experiment, as well as regarding academic performance improvement. It can additionally be stated that our main finding was a link between students’ motivation to use the enriched notes and the performance obtained in the subject in which they use them. Evidence was also found that the utilization of Augmented Reality benefits the learning process.

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Section: Information Collection Instrumentsmentioning

confidence: 99%

The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments

Cabero‐Almenara

Vila

2019

Applied Sciences

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“…This theory has positive effects on reading comprehension as well. For example, while doing reading comprehension-related exercises, García, Rigo and Jiménez (2017) observed students made fewer mistakes as they focused more on these multimediabased exercises. In addition, they remembered more and learned more accurately.…”

Section: Literature Reviewmentioning

confidence: 99%

Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension

Gözüküçük

Gunbas

2020

GIST

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In an experimental research design, elementary school fourth grade students (n = 60) were randomly assigned to either computer-based reading or traditional reading conditions in this study. The groups completed before-reading, during-reading and after-reading activities on computer or in traditional format, respectively. The computer-based reading texts included static and animated visuals and background sounds. Students in each group completed a pretest, four reading texts and a posttest over a six-week period: the pretest in the first week, the four texts in the following four weeks, and the posttest in the sixth week. The results showed that although no significant difference was found between group’s pretest scores, computer-based group has significantly better posttest scores than the traditional group. Additionally, the fourth graders in the computer-based reading group significantly improved their reading comprehension. However, there was no significant difference between students’ reading comprehension results from pretest to posttest in traditional group. As a result, presenting students multimedia supported reading activities has a positive impact on their reading comprehension. Thus, we recommend teachers use individual and visually-supported computer-based reading texts to improve students’ reading comprehension.

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“…Another study (de Leng et al, 2007) also reported that using a video-assisted clinical scenario offered medical students a more authentic, holistic, and comprehensive perspective; provided better learning flow; and helped them retain lesson materials for a longer period than using a text-assisted case scenario. Garcia et al (2017) reported that providing multimedia materials led to better comprehension and cognitive abilities in students compared with text-only materials, as multimedia materials helped reduce the amount of time students are required to process external situations cognitively and strengthened their data integration abilities. A systematic review and meta-analysis (Tudor Car et al, 2019) found that digital PBL improved health professionals' knowledge, attitudes, and satisfaction.…”

Section: Introductionmentioning

confidence: 99%

Video-Assisted Versus Traditional Problem-Based Learning: A Quasi-Experimental Study Among Pediatric Nursing Students

Yang¹,

2023

Journal of Nursing Research

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BackgroundThe text-assisted problem-based, methods traditionally used to teach nursing students cannot adequately simulate holistic clinical situations and patient symptoms. Although video-assisted, problem-based learning methods combined with text have shown positive results in terms of improving comprehension and cognitive abilities, some studies have shown these methods to be inferior to text-assisted methods in terms of promoting deep critical thinking in medical students.PurposeThis study was designed to assess the benefits in nursing education of video-assisted, problem-based learning using online multimedia technologies compared with text-assisted, problem-based learning using traditional face-to-face classes.MethodsA quasi-experimental, nonequivalent control group, preintervention-and-postintervention design was used. The experimental group (n = 31) received video-assisted, problem-based learning materials with multimedia technologies (video scenarios, Google Docs worksheets, Google slides, Zoom cloud meetings, and e-learning management system) and weekly online lectures (100 minutes) for 4 weeks. The control group (n = 35) received text-assisted, problem-based learning materials with traditional face-to-face classes and weekly lectures (100 minutes) for 4 weeks. The study data were analyzed using chi-square, Fisher's exact, and independent t tests as well as analysis of variance.ResultsAt posttest, learning motivation (t = 3.25, p = .002), academic self-efficacy (t = 2.41, p = .019), and self-directed learning (t = 3.08, p = .003) were significantly higher in the experimental group than in the control group.Conclusions/Implications for PracticeVideo-assisted, problem-based learning using multimedia technologies was shown to be effective in increasing learning motivation, academic self-efficacy, and self-directed learning in nursing students. These findings have implications for the development and planning of contactless classes in response to the coronavirus pandemic. Notably, no intergroup differences were found in terms of problem-solving skills. Future studies should include in-depth reviews and assessments of the difficulties faced in producing problem scenarios as well as the methods of instruction.

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Multimedia and Textual Reading Comprehension: Multimedia as Personal Learning Environment’s Enriching Format

Cited by 10 publications

References 26 publications

The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments

The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments

Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension

Video-Assisted Versus Traditional Problem-Based Learning: A Quasi-Experimental Study Among Pediatric Nursing Students

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