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Collaborative Research: Multimedia learning principles for design-it-yourself online instruction of GIS concepts

协作研究：GIS 概念自行设计在线教学的多媒体学习原理

基本信息

批准号：
1504956
负责人：
Jeffrey Howarth
金额：
$ 9.13万
依托单位：
Middlebury College
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2015
资助国家：
美国
起止时间：
2015-07-01 至 2019-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1504956&HistoricalAwards=false
关键词：
Collaborative Research Multimedia learning principles

项目摘要

This project will contribute to the development and creation of engaged learning environments in which students will solve geography problems by using a geographic information system (GIS), a computer software system used to capture, store, manipulate and analyze location-based information. The project will also provide instructors with 'design-it-yourself' guidance for developing online instructional materials that engage students in learning before they enter the classroom. The project will test evidence-based principles of multimedia learning theory and will extend this theory by testing the applications of these principles to a lesson that aims to improve 'spatial thinking' skills, the ability to visualize objects in three dimensions and to draw conclusions about those objects with limited information. By focusing on instructional methods that can be implemented prior to student interaction with a GIS, this project will contribute to the development and creation of engaged learning environments in geography education. Using evidence-based design principles for lessons on solving problems with a GIS can help retain early-stage students in introductory STEM courses. The resulting improvements in instructional design of college STEM courses will have a particularly positive impact on students who need support in developing spatial thinking skills in introductory courses. A series of randomized controlled experiments will be employed to examine how specific instructional features in the way the lessons are presented affect learning outcomes, such as, whether the learner reads or listens to verbal explanations, whether the presentation is continuous or self-paced, whether words and pictures appear drawn by hand or by computer, and whether pictures appear before or coincide with a verbal explanation. The project will also test for spatial ability and examine how individual differences in a learner's spatial abilities affect the impact of these instructional features. A series of experiments will test hypotheses from multimedia learning theory and measure learning outcomes through transfer and retention tests. A preliminary intervention study to investigate whether incorporating well-designed online lessons in an introductory GIS class improves student engagement and learning outcomes will also be conducted. The final products will be (i) a set of evidence-based principles regarding how to design online GIS lessons, and (ii) a model application in a blended learning classroom. This project will also provide empirical evidence evaluating the generalizability of multimedia learning theory to the understudied domain of college education in spatial thinking with computer software systems. The project will systematically investigate how evidence-based methods of presenting words and pictures interact with spatial abilities to affect learning outcomes.

该项目将有助于开发和创建参与式学习环境，学生将通过使用地理信息系统（GIS）解决地理问题，这是一种用于捕获，存储，操作和分析基于位置的信息的计算机软件系统。该项目还将为教师提供“自己设计”的指导，以开发在线教学材料，让学生在进入教室之前就参与学习。该项目将测试多媒体学习理论的循证原则，并将通过测试这些原则的应用来扩展这一理论，以提高“空间思维”技能，在三维空间中可视化对象的能力，并得出关于这些对象的结论。通过关注学生与GIS互动之前可以实施的教学方法，该项目将有助于地理教育中参与式学习环境的开发和创建。使用基于证据的设计原则来解决GIS问题的课程可以帮助早期学生保留入门STEM课程。由此带来的大学STEM课程教学设计的改进将对那些需要在入门课程中发展空间思维技能的学生产生特别积极的影响。一系列的随机对照实验将被用来研究如何具体的教学特点的方式教训提出影响学习成果，如，无论是学习者阅读或听口头解释，无论是连续的或自定进度的演示，无论是文字和图片出现手绘或电脑，以及图片是否出现之前或与口头解释相一致。该项目还将测试空间能力，并研究学习者空间能力的个体差异如何影响这些教学功能的影响。一系列的实验将验证多媒体学习理论的假设，并通过迁移和保持测试来衡量学习效果。还将进行初步干预研究，以调查在GIS入门课程中纳入精心设计的在线课程是否会提高学生的参与度和学习成果。最终产品将是㈠一套关于如何设计在线GIS课程的循证原则，以及㈡混合学习教室中的应用模型。本计画也将提供实证证据，评估多媒体学习理论在电脑软体系统空间思考之大学教育领域之可推广性。该项目将系统地研究如何以证据为基础的方法来呈现文字和图片与空间能力的相互作用，以影响学习成果。