Testing the Effectiveness of Interactive Multimedia for Library-User Education

Markey, Karen; Armstrong, Annie; Groote, Sandy De; Fosmire, Michael; Fuderer, Laura; Garrett, R. Kelly; Georgas, Helen; Sharp, Linda; Smith, Cheri; Spaly, Michael; Warner, Joni

doi:10.1353/pla.2005.0056

Cited by 12 publications

(11 citation statements)

References 2 publications

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“…Similarly Karen Markey 7 and her colleagues describe how interactive multimedia "shows," used as tutorials, were created and tested for their effectiveness in conveying content information. Based on pre-and post-tests results, Markey and her colleagues found that not only were interactive multimedia tutorials useful teaching tools, they also were positively rated by library users.…”

Section: Grant and Brettle 5 Found An Interactive Web-based Tutorial mentioning

confidence: 99%

Quantifying the Effectiveness of Interactive Tutorials in Medical Library Instruction

Anderson¹,

Wilson²

2009

Medical Reference Services Quarterly

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ABSTRACT. The goal of this study was to determine whether a passive or an interactive tutorial design improves understanding of key concepts, as measured by pre-and post-test data.The authors also collected data regarding the participants' preference for taking an interactive versus a passive tutorial. The interactive tutorial group improved statistically significantly from pre-test to post-test for all three learning questions. While the passive tutorial group improved from pre-test to post-test on all three questions, the improvement was statistically significant for just two of the three questions. The majority of the participants preferred interactive tutorials (78%) to passive tutorials (22%).

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Section: Grant and Brettle 5 Found An Interactive Web-based Tutorial mentioning

confidence: 99%

Quantifying the Effectiveness of Interactive Tutorials in Medical Library Instruction

Anderson¹,

Wilson²

2009

Medical Reference Services Quarterly

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“…Findings from a study by Kekkonen-Moneta and Moneta [16] indicated that IMM had a significant effect on both students' achievement and their problem solving skills. Similarly, Markey et al [17] found that the experimental group had significant improvement gain in self-learning ability apart from of other variables. Experimental treatment included use of the interactive multimedia module.…”

Section: Interactive Multimedia (Imm) Researchmentioning

confidence: 83%

“…The probable of IMM for education has been considered widely in the 90's and continued to be investigated. For example, Markey [13] found that multimedia to be an effective approach for providing pre-service teachers with pre-observational experiences. In a similar area, Apte and Roesler [14] studied the utility of understanding teaching (an IMM program) for pre-service teachers.…”

Section: Interactive Multimedia (Imm) Researchmentioning

confidence: 99%

Arabic Language Learning (ALL) for Kids

عمر¹

2012

JKAU Comp IT Sci

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Arabic Language has an exceptional position in Islam. It is the language of Quran, thus the need to learn and understand Arabic amongst Muslims is of paramount importance. For countries where their native language is not Arabic, the language is only taught in special schools with early ages such as in the kindergarten. With the advent of computer technology, various kind of multimedia tools have been developed for the purpose of language learning. Even though there are few applications available in the market for that purpose, most of them do not fully utilize the multimedia elements. The prime objective of this study was to propose an Arabic Language Learning (ALL) for kids of ages between 4 to 6 years old that enable them to learn the language. In the process, an interactive field-tested ALL for kids has been developed as an alternative to the traditional learning tools. The results of user evaluation on the ALL indicate that it has good usability in terms of Learnability, Usefulness, Ease of Use and Outcome/Future Use. The results also indicate that there is a significant difference between novice and expert users for Usefulness and Ease of Use, while no significant difference for learnability and Outcome/Future Use

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“…These results were not affected by gender, class rank, or previous knowledge of library resources, and the authors of the study felt that this was an indicator of the widespread utility of the multimedia format. Students in this study expressed the desire for multimedia websites on other library topics, with many indicating that they would recommend these sites to a friend (Markey, 2005). Beile and Boote (2005) examined the efficacy of online versus face-to-face library instruction by comparing three groups of students taking the same course in different formats.…”

Section: Literature Reviewmentioning

confidence: 99%