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- 1. iPedagogy: Using Multimedia Learning Theory to iDentify Best
Practices for MP3 Player Use in Higher Education
Amy Carter EDET 780 Maymester 2011 Critique #1
- 2. Downs, Edward , Boyson, Aaron R. , Alley, Hannah and Bloom,
Nikki R. (2011). iPedagogy: using multimedia learning theory to
iDentifybest practices for MP3 player use in higher
education.Journal of Applied Communication Research, 39: 2,
184-200. Retrieved May 11, 2011 DOI:
10.1080/00909882.2011.556137URL:
http://dx.doi.org/10.1080/00909882.2011.556137
Article
- 3. Study Objective
To test how manipulating the affordance of modality on an MP3
player might differentially impact learning
- 4. Hypotheses
H1: Multiple modes = better for information processing
H2: Audio/video = best combination of modes
RQ1: Does size of screen impact learning?
RQ2: Does size of screen influence evaluation of instructor?
H3: Student perception of iPod = intent to take courses that use
the technology
- 5. Theoretical Framework: 2 Theories
- Dual-modality: Learning occurs through two distinct channels
verbal and visual.
- 6. Referential Processing: Learning is maximized when channels
are used simultaneously.
Multimedia Principle: Learning occurs best words and images are
combined.
- Modality Principle: Certain combinations improve
performance.
Dual-coding Theory
Multimedia Learning Theory
- 7. Participants and Procedure
119 undergraduate students
66 female; 52 male; 1 non-responder
Average age = 19.5
96% owned at least one MP3 player
Voluntary study for course credit
Recruited from a class in communication
Assessed in a 3-Part measure: control factors (ACT scores and
previous experience), perceptions of iPods, retention of
information
- 8. Method (3x2 Factorial Experiment)
- 9. Findings
H1: Supported
Dual modalities better than single modality
H2: Supported
Audio only: 56% accuracy
Audio/text: 60% accuracy
Audio/video: 71% accuracy
RQ1and RQ2: Form factor (size of screen) does not matter
H3: Supported
Perceptions influence technology acceptance
- 10. Implications
Modality matters.
Two are better than one.
Findings are consistent with Multimedia Learning Theory.
Mode matters.
Pairing of audio and video showed the best outcome
Podcast vs. Vodcast?
Podcast = most common
Vodcast = most effective
- 11. Limitations and Future Research
Simulated learning environment
What happens in the real day-to-day classroom?
What happens when other theoretical principals are tested?
Students
What happens when learners are more diverse?
Single modality
How do visual and aural text differ as a single modality (eBook vs.
audio book)?
Long-term effects
What are the effects of iPod use over time?
- 12. Conclusions
Both the modality and mode through which information is
disseminated should be considered carefully when designing
instructional materials for use inside or outside the
classroom.
Learning improves when two sensory channels are used, and students
scored best with the combination of audio and video; therefore, the
use of vodcasts are more valuable than podcasts.
Form factor does not matter.iPods and computers are both effective
content-dissemination tools.