About this paper

Appears in:
Pages: 4770-4775
Publication year: 2012
ISBN: 978-84-615-5563-5
ISSN: 2340-1079

Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain

MULTIMEDIA LEARNING DESIGN AND THEIR EFFECTS ON LEARNER PERCEPTIONS AND EXPERIENCES

Y.B. Rajabalee, M. Santally, D. Cooshna-Naik

University of Mauritius (MAURITIUS)
This paper reports the observations made when two different groups of students enrolled on an online undergraduate programme at the University of Mauritius were each presented with a different multimedia learning environment for the same topic. The split-attention effect as reported by Mayer (2005) was the central element guiding the design of each environment. The estimated lesson time was about one hour and the difficulty level of the learning task can be considered to be medium. The students who participated in the experiment have prior experience of online learning and the use of interactive learning materials as they were in the second year of study.

The number of students who participated in the pilot study was 32 with a 50% male and female distribution. It was also ensured that the participants selected were homogenous in terms of academic ability and achievement. One group of students (n1=14) were exposed to the learning environment that presented information in a way that it divided attention of the participants (split-attention environment) while the other group (n2=14) were exposed to an improved version of the learning environment.

The participants were observed and relevant data was collected during their interaction with the learning environment. A focus group discussion was later organized to collect feedback about their perceptions and experiences.

Participants who were exposed with the split-attention environment revealed that they had difficulties to focus their attention on the multiple sources of simultaneously presented information. As a result they had to go back and forth a number of times on the same screen to grasp the main concepts. In that respect, they felt that they should have been given more flexibility in controlling the pace and the sequence of presentation. They felt that as a consequence, the load that they had to put in from a cognitive perspective was more than usual. Participants in the improved environment reported that in general they found the navigation easy and the degree of learner control and flexibility given to them suited their overall learning preferences.
@InProceedings{RAJABALEE2012MUL,
author = {Rajabalee, Y.B. and Santally, M. and Cooshna-Naik, D.},
title = {MULTIMEDIA LEARNING DESIGN AND THEIR EFFECTS ON LEARNER PERCEPTIONS AND EXPERIENCES},
series = {6th International Technology, Education and Development Conference},
booktitle = {INTED2012 Proceedings},
isbn = {978-84-615-5563-5},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2012},
year = {2012},
pages = {4770-4775}}
TY - CONF
AU - Y.B. Rajabalee AU - M. Santally AU - D. Cooshna-Naik
TI - MULTIMEDIA LEARNING DESIGN AND THEIR EFFECTS ON LEARNER PERCEPTIONS AND EXPERIENCES
SN - 978-84-615-5563-5/2340-1079
PY - 2012
Y1 - 5-7 March, 2012
CI - Valencia, Spain
JO - 6th International Technology, Education and Development Conference
JA - INTED2012 Proceedings
SP - 4770
EP - 4775
ER -
Y.B. Rajabalee, M. Santally, D. Cooshna-Naik (2012) MULTIMEDIA LEARNING DESIGN AND THEIR EFFECTS ON LEARNER PERCEPTIONS AND EXPERIENCES, INTED2012 Proceedings, pp. 4770-4775.
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