Video Killed the Textbook Star? Use of Multimedia Supplements to Enhance Student Learning
Video Killed the Textbook Star? Use of Multimedia Supplements to Enhance Student Learning
复制标题
视频杀死了教科书明星？
DOI：
10.2139/ssrn.1547142
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发表时间：
2012
影响因子：
1.1
通讯作者：
Chapman Rackaway
中科院分区：
文献类型：
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作者：
Chapman Rackaway
自从Janda(1992)关于基于CD-ROM的视频演示的早期工作以来，大学政治学课堂上的多媒体使用一直是负面的形象。在那之后的近20年里，多媒体已经成熟，最佳实践的出现挑战了Janda提出的“发人深省”的发现。许多最佳实践表明学生对互动材料感兴趣，但多媒体使用的一大优势是适应了多种学习方式，使学生更好地参与到课程材料中来。除了使用教科书和其他传统课堂教学方法外，本文还使用基于网络的多媒体补充材料，测试学生在完全集成的多媒体补充材料上的表现，其中包括互动图形、视频和重要的原始文件，作为学生参与三年来14个部分的美国政府入门课程的评估部分。研究结果表明，当与互动媒体最佳实践保持一致时，多媒体补充物总体上改善了学生的学习结果，特别是在笔试部分表现出最大的改善。
Multimedia use in the collegiate political science classroom has had a negative image since Janda’ (1992) early work on CD-ROM based video presentations. In the nearly two decades since, multimedia has matured and best practices have emerged to challenge the ‘sobering’ findings presented by Janda. Many of the best practices point to student interest in interactive materials, but one of the great advantages of multimedia use is the accommodation of multiple learning styles that better engage students in course materials generally. Using a web-based multimedia supplement in addition to a textbook and other traditional classroom pedagogies, this paper tests student performance on a fully integrated multimedia supplement with interactive graphics, videos, and vital source documents as an assessed part of student participation in an introductory American Government class among fourteen sections over three years. Results of the study suggest that multimedia supplements, when consistent with interactive media best practices, improve student learning outcomes generally and specifically show the greatest improvement in written test components.