The Effects of Multimedia Content Design Modalities on Students' Motivation and Achievement in History

Autor/inn/en	Park, Sanghoon; Braud, Allison
Titel	The Effects of Multimedia Content Design Modalities on Students' Motivation and Achievement in History
Quelle	In: Computers in the Schools, 34 (2017) 4, S.236-252 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2017.1384685
Schlagwörter	Multimedia Materials; Student Motivation; Academic Achievement; Multimedia Instruction; Instructional Design; Middle School Students; Grade 8; Rural Schools; Quasiexperimental Design; Pretests Posttests; Comparative Analysis; Statistical Analysis; Multivariate Analysis; Visualization; Video Technology + Suchen Sie Ihr Suchwort? Schulische Motivation; Schulleistung; Multimediales Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Statistische Analyse; Multivariate Analyse; Visualisation; Visualisierung
Abstract	This study examined the effects of different multimedia design modalities on middle-school students' motivation and achievement in history and also sought to determine whether an interaction effect on achievement occurs between students' prior knowledge and the different multimedia design modalities. Two groups of eighth-grade students enrolled in a rural middle school in a southern state created multimedia artifacts using two design modalities: video content design and visual content design. Each group consisted of 21 students ranging in age from 13 to 14. Both groups completed a history lesson on state governors and created video content or visual content, respectively. The results showed that students earned significantly higher achievement test scores when they were involved in the visual content design modality. However, no differences were found in each of the four motivation sub-measures. Furthermore, there was no interaction effect between students' prior knowledge levels and the different content design modalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01