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MSc. Applied E-learning Project
WIP
Research Question
“How does a multimedia enhanced e-book
optimise cognitive learning: cognitive processing
and motivation of 1st year secondary school
students compared to standard e-books?”
Niamh O‟ Mahony 11/12/2012
Context and rationale
Multimedia technology with capabilities of presentation, animation and
interactivity optimise cognitive learning (Alessi & Trollip, 2001)
More successful learning takes place when presentations are built
according to cognitive strategies of multimedia learning that reduce
cognitive load (Clark & Mayer, 2011)
Interactivity promotes active learning, engagement and intrinsic motivation. (Mangan 2008; Smeets & Bus, 2011; Moreno & Valdez; Kennedy (2004)
Schools are increasingly adopting eBooks as a digital replacement for
traditional textbooks (Gleason, 2012)
+
Investigate how an enhanced ebook.. using the ePub3 format of iBook
Author for the ipad enhances cognitive learning of students compared to
standard ebook.
Aim of the research
• Measure the learning outcomes of two groups of students, each
from a different style of ebook.• Testing recall of the material from each resource with a quantitative
test using a survey tool.
• Evaluate the interactive e-book group qualitatively to assess levels
of motivation, engagement and experiences using the platform.
• Build 2 ebooks1. Apple‟s iBook Author: based on theories of multimedia learning
2. Standard ebook format
• Analyse the data collected and triangulate it with cognitive
theories of multimedia learning. Provide theoretical suggestions
for why learning and motivation did or did not occur and make
recommendations for future multimedia integration and research.
Differences: Presentation modes & Interactivity
1. Enhanced ebook 2. Standard ebook Benefits of 1
Interactive Galleries
picture (& text)
Pictures & text Engagement, exploratory learning & lower
cognitive load
Differences: Presentation modes & Interactivity
1. Enhanced ebook 2. Standard ebook Benefits of 1
Interactive Galleries
picture (& text)
Pictures & text Engagement, exploratory learning & lower
cognitive load
Interactive keynote
presentations
Pictures & text Engagement through constructive discovery
learning as information builds up
Differences: Presentation modes & Interactivity
1. Enhanced ebook 2. Standard ebook Benefits of 1
Interactive Galleries
picture (& text)
Pictures & text Engagement, exploratory learning & lower
cognitive load
Interactive keynote
presentations
Pictures & text Engagement through constructive discovery
learning as information builds up
Animations & audio Static pictures and
text
Engagement and lower cognitive load
Differences: Presentation modes & Interactivity
1. Enhanced ebook 2. Standard ebook Benefits of 1
Interactive Galleries
picture (& text)
Pictures & text Engagement, exploratory learning & lower
cognitive load
Interactive keynote
presentations
Pictures & text Engagement through constructive discovery
learning as information builds up
Animations & audio Static pictures and
text
Engagement and lower cognitive load
Intermittant self tests
with feedback
Written questions Encouragement of rehearsal with recall and
feedback.
Differences: Presentation modes & Interactivity
1. Enhanced ebook 2. Standard ebook Benefits of 1
Interactive Galleries
picture (& text)
Pictures & text Engagement, exploratory learning & lower
cognitive load
Interactive keynote
presentations
Pictures & text Engagement through constructive discovery
learning as information builds up
Animations & audio Static pictures and
text
Engagement and lower cognitive load
Intermittant self tests
with feedback
Written questions Encouragement of rehearsal with recall and
feedback.
Supporting interactive
3d graphics
Flat picture Engagement & lower cognitive load
Differences: Presentation modes & Interactivity
1. Enhanced ebook 2. Standard ebook Benefits of 1
Interactive Galleries
picture (& text)
Pictures & text Engagement, exploratory learning & lower
cognitive load
Interactive keynote
presentations
Pictures & text Engagement through constructive discovery
learning as information builds up
Animations & audio Static pictures and
text
Engagement and lower cognitive load
Intermittant self tests
with feedback
Written questions Encouragement of rehearsal with recall and
feedback.
Supporting interactive
3d graphics
Flat picture Engagement & lower cognitive load
Popover text on pictures
Picture & text Active learning
Differences: Presentation modes & Interactivity
1. Enhanced ebook 2. Standard ebook Benefits of 1
Interactive Galleries
picture (& text)
Pictures & text Engagement, exploratory learning & lower
cognitive load
Interactive keynote
presentations
Pictures & text Engagement through constructive discovery
learning as information builds up
Animations & audio Static pictures and
text
Engagement and lower cognitive load
Intermittant self tests
with feedback
Written questions Encouragement of rehearsal with recall and
feedback.
Supporting interactive
3d graphics
Flat picture Engagement & lower cognitive load
Popover text on pictures
Picture & text Active learning
Interactive & zooming labled graphics
Flat diagram Engagement & lower cognitive load
Differences: Presentation modes & Interactivity
1. Enhanced ebook 2. Standard ebook Benefits of 1
Interactive Galleries
picture (& text)
Pictures & text Engagement, exploratory learning & lower
cognitive load
Interactive keynote
presentations
Pictures & text Engagement through constructive discovery
learning as information builds up
Animations & audio Static pictures and
text
Engagement and lower cognitive load
Intermittant self tests
with feedback
Written questions Encouragement of rehearsal with recall and
feedback.
Supporting interactive
3d graphics
Flat picture Engagement & lower cognitive load
Popover text on pictures
Picture & text Active learning
Interactive & zooming labled graphics
Flat diagram Engagement & lower cognitive load
Highlighting tools Highlighting tools Rehearsal & control over media
Note taking tools Note taking tools Rehearsal & control over media
Literature
• High levels of student engagement and motivation with interactive
elements of ebooks. (Larson 2010; Twyla et al. 2011; Larson
2009; Weisberg 2011)
• Thomas et al. (2012) 2 year study in Wales, in early phase, based
on student feedback „ibook has the capacity to stimulate and
engage students‟
• In a study by Haughtan Mifflin & Harcourt, 20% more of middle
school algebra students who were using an èbook made by the i-
Book Author achieved Proficient or Advanced when compared to
other students who were using a standard text book (Bonnington
C, 2012)
Ebooks in the classroom
Literature
• 9 multimedia cognitive learning strategies for reducing the cognitive load
(Mayer, 2009) based on Sweller‟s (1989) cognitive load theory.
• Temporal & spatial contiguity principles in interactive pictures
• Modality principle in instructional animation
• Coherence principle by exclusion of some information from vision
Multimedia Learning Theories
Literature
Interactivity
• Interactive storybooks increase vocabulary growth. (Smeets &
Bus, 2011)• Increases in the amount of mental effort enhances levels of participation
• Hotspots & MCQs enhance retention.
• Users of an interactive ebook about mathematical solids showed better
learning than the other group (Rowhani, S., Sedig, K, 2005)• „Interaction with visual representations can challenge learners to become
active in the learning process and increase motivation, attention, and
involvement‟
• 3D manipulation of objects (Zheng. Et al, 2009)• Motor manipulation enhances processing
• reduces cognitive load
• Constructive and active learning enhance engagement
• Research investigating Sim‟s (1997) 11 levels of interactivity-
cues, hints and self-assessment to be the most popular. (Lim,C.P et al.)
Literature
Interactivity
• The mind cannot attend continuously to something that doesn‟t change
(Mangan 2008)
• Providing students with control + allowing them to test their knowledge =
intrinsic motivation. „Situational interest‟ occurs as opposed to „individual
interest‟ enabling deeper processing. (Hihi & Harackiewicz, 2000)
• Users make meaning rather than take meaning (Moreno & Valdez)
• Englecamp‟s „multimodal theory‟ (1998)
• Manipulative learning encoded differently from perceptual learning
• Theory of event coding (Hommel et al.) mirror to Pavio‟s dual coding
• Cognitive interaction model of multimedia interactivity. (Kennedy, 2004)
Literature
Interactivity
Cognitive interaction model of multimedia interactivity (Kennedy 2004)
Instructional Event
-content
-instructional design
Cognitive Processes
-cognitive strategies
-metacognitive strategies
Behavioural Processes
-actions
-activities
Intrinsic motivation Learning Outcomes
Functional
Interactivity
Cognitive
Interactivity
Plan
• Complete implementation of ebooks January 10th – 18th
• Test ebooks on target age group January 19th
• Test revised ebooks on target age group January 19th
• Collect final with subjects data: February 20th/27th
• Analysis of data and write up: March/April/May
• Submit draft: May