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Amy Carter  EDET 780  Maymester 2011  Critique #1

iPedagogy : Using Multimedia Learning Theory to iDentify Best Practices for MP3 Player Use in Higher Education. Amy Carter  EDET 780  Maymester 2011  Critique #1. Article.

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Amy Carter  EDET 780  Maymester 2011  Critique #1

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  1. iPedagogy: Using Multimedia Learning Theory to iDentify Best Practices for MP3 Player Use in Higher Education Amy Carter  EDET 780 Maymester 2011  Critique #1

  2. Article Downs, Edward , Boyson, Aaron R. , Alley, Hannah and Bloom, Nikki R. (2011). iPedagogy: using multimedia learning theory to iDentifybest practices for MP3 player use in higher education.Journal of Applied Communication Research, 39: 2, 184-200. Retrieved May 11, 2011 DOI: 10.1080/00909882.2011.556137 URL: http://dx.doi.org/10.1080/00909882.2011.556137

  3. Study Objective “To test how manipulating the affordance of modality on an MP3 player might differentially impact learning”

  4. Hypotheses • H1: Multiple modes = better for information processing • H2: Audio/video = best combination of modes • RQ1: Does size of screen impact learning? • RQ2: Does size of screen influence evaluation of instructor? • H3: Student perception of iPod = intent to take courses that use the technology

  5. Theoretical Framework: 2 Theories Dual-coding Theory Multimedia Learning Theory • Dual-modality: Learning occurs through two distinct channels – verbal and visual. • Referential Processing: Learning is maximized when channels are used simultaneously. • Multimedia Principle: Learning occurs best words and images are combined. • Modality Principle: Certain combinations improve performance.

  6. Participants and Procedure • 119 undergraduate students • 66 female; 52 male; 1 non-responder • Average age = 19.5 • 96% owned at least one MP3 player • Voluntary study for course credit • Recruited from a class in communication • Assessed in a 3-Part measure: control factors (ACT scores and previous experience), perceptions of iPods, retention of information

  7. Method (3x2 Factorial Experiment)

  8. Findings • H1: Supported • Dual modalities better than single modality • H2: Supported • Audio only: 56% accuracy • Audio/text: 60% accuracy • Audio/video: 71% accuracy • RQ1and RQ2: Form factor (size of screen) does not matter • H3: Supported • Perceptions influence technology acceptance

  9. Implications • Modality matters. • Two are better than one. • Findings are consistent with Multimedia Learning Theory. • Mode matters. • Pairing of audio and video showed the best outcome • Podcast vs. Vodcast? • Podcast = most common • Vodcast = most effective

  10. Limitations and Future Research • Simulated learning environment • What happens in the real day-to-day classroom? • What happens when other theoretical principals are tested? • Students • What happens when learners are more diverse? • Single modality • How do visual and aural text differ as a single modality (eBook vs. audio book)? • Long-term effects • What are the effects of iPod use over time?

  11. Conclusions • “Both the modality and mode through which information is disseminated should be considered carefully when designing instructional materials for use inside or outside the classroom.” • Learning improves when two sensory channels are used, and students scored best with the combination of audio and video; therefore, the use of vodcasts are more valuable than podcasts. • Form factor does not matter. iPods and computers are both effective content-dissemination tools.

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