Design of learning objects for concept learning: effects of multimedia learning principles and an instructional approach
Design of learning objects for concept learning: effects of multimedia learning principles and an instructional approach
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DOI：
10.1080/10494820.2015.1006237
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发表时间：
2016-01-01
影响因子：
5.4
通讯作者：
Churchill, Daniel
中科院分区：
文献类型：
--
作者：
Chiu, Thomas K. F.;Churchill, Daniel
文献建议在教材设计中使用多媒体学习原理。然而，这些原则可能不足以设计数学概念学习的学习对象。本文报道了一项实验研究，探讨了教学方法的效果，其中包括两种教学技术--（a）变分理论和（B）主题表征对中学代数概念学习学习对象设计的影响。本研究结果显示，实验组在代数学习成就上显著优于控制组。结果还表明，只有实验设计与教学方法的增加导致高阶数学思维技能和提高学生的程序技能。进一步的分析表明，多媒体学习原理的应用和信息的教学方法，简化了概念学习。
Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching techniques - (a) variation theory and (b) representations of subject matter on the design of learning objects for secondary school algebra concept learning. The results of this study showed that the experimental group performed significantly better than the control group on algebra learning achievement. The results also showed that only the experimental design with the addition of the instructional approach resulted in higher-order mathematical thinking skills and improved procedural skills of the students. Further analysis reveals that concept learning was simplified when multimedia learning principles were applied and the information was presented by the instructional approach.