Multimedia vs. Print Information Resources: Information Location and Use, Motivation, and Learning Patterns for Children and Adults.

Autor/inn/en	Small, Ruth V.; Ferreira, Sueli M.
Titel	Multimedia vs. Print Information Resources: Information Location and Use, Motivation, and Learning Patterns for Children and Adults.
Quelle	(1994), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Art Materials; Comparative Analysis; Educational Media; Educational Technology; Higher Education; Information Seeking; Information Skills; Information Utilization; Intermediate Grades; Junior High Schools; Learning Motivation; Middle Schools; Multimedia Instruction; Problem Solving; Research Skills; Student Research; Users (Information) + Suchen Sie Ihr Suchwort? Bildungsmittel; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationserschließung; Informationskompetenz; Orientierungswissen; Informationsnutzung; Mittelstufe; Sekundarstufe I; Motivation for studies; Lernmotivation; Middle school; Mittelschule; Mittelstufenschule; Multimediales Lernen; Problemlösen; Forschungsleistung; Studentenforschung; Benutzerprofil; Nutzer
Abstract	In educational and training environments, teachers assign their students independent research tasks that require locating, gathering, synthesizing, and summarizing information from one or more information resources containing large, and sometimes overwhelming, amounts of information. This study explored the information location and use activities, motivation, and learning patterns of children and adults using either a print or a multimedia resource to complete a research task. A group of 89 middle school students and a group of 36 adult graduate students served as subjects for the study and were assigned a multimedia treatment or a print treatment. The topic of the materials used in the study was the life and art of Vincent Van Gogh. Subjects were given 30 minutes to gather information from the assigned resource (either book or multimedia). Researchers recorded information location and use strategies on an observation checklist. A motivation questionnaire was used to evaluate subjects' motives and values related to the resource used. A pattern noting technique was utilized to assess prior knowledge and learning outcomes. Results indicated some differences in engagement of text and non-text information; expectancy of success; and type of knowledge representation. (Contains 30 references.) (JLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC