1. 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. 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. 3. Study Objective
   To test how manipulating the affordance of modality on an MP3 player might differentially impact learning
   
4. 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. 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
   
6. 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
   
7. 8. Method (3x2 Factorial Experiment)
   
8. 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
   
9. 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
   
10. 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?
    
11. 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.