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A Rationale for Multi- modality in Multimedia Instructional Design

A Rationale for Multi- modality in Multimedia Instructional Design. Sanja Kisicek , Tomislava Lauc Faculty of Humanities and Social Sciences University of Zagreb { smatic , tlauc }@ ffzg.hr. ?. What is this all about?.

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A Rationale for Multi- modality in Multimedia Instructional Design

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  1. A Rationale for Multi-modalityin Multimedia Instructional Design Sanja Kisicek, TomislavaLauc Faculty of Humanities and Social Sciences University of Zagreb {smatic, tlauc}@ffzg.hr

  2. ?

  3. What is this all about? • a multi-modal approach to multimedia instructional deign in a virtual learning environment • how multimedia and multimodal? • one e-course (Moodle) • 10 lessons • 3 different types of resources

  4. What is the purpose of the research? To investigate user perceptual modalities in terms of their preferences towards using a certain type of educational media in computer literacy acquisition

  5. The Rationale User preferences in a multimedia learning environment can be supported if users are provided with a possibility to choose the way in which they will perceive information.

  6. To further substantiate… • one-size-fits-all approach does not fit • there are different individualization strategies: • recommender systems • adaptive hypermedia • adapting various explanations • control given to the user

  7. The real question is How to facilitate acquiring computer literacy by making it appealing to one user and at the same time to any other?

  8. Possible answer: By accommodating different perceptual modalities in a virtual learning environment and conducting research on user behavior.

  9. The Research • Department of Information and Communication Sciences • Faculty of Humanities and Social Sciences • The University of Zagreb • Course: Socio-Humanistic Informatics • elective, enrolls more than 100 students yearly • weekly lessons strictly build on each other • 98 students; 82 females and 16 males

  10. Sample (N=98)

  11. Methodology • Modelling user activity • The strategy for modelling user activity in accessing resources • Specifying data • defining the number of users (98 students), • choosing objects for tracking access (30 resources) • defining the type of access (resource view) • Constructing the series • defining the type and the number of samples (30 resources) • defining the values from the series’ data (the frequency of access) • Obtaining the similarity matrix • defining the similarity measure (cosine) • defining the linkage method (complete linkage) • Identifying the obtained clusters which are visualized by a dendrogram

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