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Article
Publication date: 11 November 2019

Hamzah Ritchi, Yudi Azis, Zaldy Adrianto, Kharisma Setiono and Selvia Sanjaya

The purpose of this paper is to examine the context of cognitive load and the role of in-app controls that serve as visual aids to promote business process understanding and the…

Abstract

Purpose

The purpose of this paper is to examine the context of cognitive load and the role of in-app controls that serve as visual aids to promote business process understanding and the use of accounting information system (AIS) for small business users.

Design/methodology/approach

In total, 164 participants from small- and medium-sized enterprises were invited to participate in an experiment with between-subjects 2×2 factorial design. Researchers provided two sets of manipulations in the form of in-app control aids, namely Navigation and Guidance. Groups of individuals either received both navigation and guidance, only navigation or only guidance, or no treatment at all. These four different groups were then tested by a range of tasks to measure user understanding on small business domain knowledge and accounting business process provided by the system.

Findings

The findings indicate that although several early indications were visually observed wherein Navigation and Guidance may help reduce individual cognitive load and hence provide potential value for a better understanding of business process, the statistical analysis has not yet been able to substantiate the differences. Despite visually supporting the hypotheses, neither Navigation nor Guidance proved significant on accuracy (scores), efficiency (time) and individual cognitive difficulties. It appears that a systematic training on the accounting process is arguably imperative in order to reduce the extraneous cognitive load due to a relative gap of accounting logic and users’ knowledge of their business process. Ultimately, it would promote the germane knowledge where the integration of user’s own business process and accounting process can manifest effectively.

Research limitations/implications

Aligned with the findings of the research and its correlation with learning, apparently the learning process is not merely determined not only by the application control features being embedded, but also by the domain knowledge of individuals who interact with the system. Training related to the discussion of the accounting process should be conducted more intensively to minimize the gap between the knowledge upon the problems on individual business process and the mechanism of the accounting process.

Originality/value

This research takes a new approach in examining user acceptance toward an AIS by comparing task performance with and without the assistive devices, to assess how these visual aids may overcome the cognitive load of the individual.

Details

Journal of Small Business and Enterprise Development, vol. 27 no. 1
Type: Research Article
ISSN: 1462-6004

Keywords

Article
Publication date: 9 May 2023

Ruqqaiya Naluwooza, Foluso Ayeni, Kebhuma Langmia and Victor Mbarika

This paper examines the role of Information Technology and pupil engagement in fostering learning outcomes in a non-reading culture context at foundation level of education.

Abstract

Purpose

This paper examines the role of Information Technology and pupil engagement in fostering learning outcomes in a non-reading culture context at foundation level of education.

Design/methodology/approach

The authors adopted a cross-sectional survey design with quantitative approaches. A sample of 412 was drawn from a population of 1,692 Primary Schools. Data were collected using a self-administered questionnaire and analyzed using the SPSS software.

Findings

Information Communication Technologies (ICTs) usage had positive and significant effects on pupil engagement and pupil learning outcomes. Pupil engagement moderated in the relationship between ICT usage and pupils' learning outcomes.

Research limitations/implications

The cross-sectional design used in data collection may not monitor learning outcomes of the given samples over a longer period of time. Future studies should consider longitudinal research designs so that the behaviors of the learners can be observed over a long period of time.

Practical implications

Deliberate efforts to advocate for and promote the use of ICTs in primary schools are important if the schools are to foster pupils' engagements and register better learning outcomes.

Originality/value

The study confirms pupil engagement as a moderator in the relationship between ICT usage and learning outcomes at foundational levels of education in a resource poor country with a non-reading culture.

Details

International Journal of Educational Management, vol. 37 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 14 June 2019

Sarah Theimer

The purpose of this paper is to propose the incorporation of Mayer’s cognitive theory of multimedia learning (CTML) into library digital initiatives, specifically open educational…

Abstract

Purpose

The purpose of this paper is to propose the incorporation of Mayer’s cognitive theory of multimedia learning (CTML) into library digital initiatives, specifically open educational resources (OER). CTML contains established principles that maximize the impact of teaching material through optimizing the use of multimedia. As educators, librarians should adhere to CTML principles and advocate for them to be followed when library digital resources are created locally or used in a classroom. The paper looks at an OER title as an example and outlines changes based on CTML for improvements.

Design/methodology/approach

A literature review is used to identify the areas of librarianship where CTML already is in use and where research is lacking.

Findings

There are many opportunities to apply multimedia learning theory to aspects of library operations. The author should consider multimedia learning when making digitization decisions. OER projects should be accomplished with these principles and general learning theory principles in mind. Libraries should be aware of CTML principles when creating all digital scholarship.

Research limitations/implications

This paper is based on a literature review, not on research done specifically on this topic. It includes specific recommendations to improve an OER title as an example of what should be done on a broader scale.

Practical implications

Librarians are educators should be aware of learning theory and particularly multimedia learning theory as learners often are not directly accessible to provide feedback. Design is critical to learning and this paper provides practical recommendations for application.

Originality/value

Other papers have considered CTML as applied to online tutorials and instruction in general. Significantly less attention has been paid to applying CTML and cognitive learning theories outside of traditional instruction. This paper advocates expanding the use of cognitive learning theory and CTML to digital resources produced by the library.

Details

Library Management, vol. 40 no. 6/7
Type: Research Article
ISSN: 0143-5124

Keywords

Article
Publication date: 14 March 2020

Tze Wei Liew, Su-Mae Tan, Teck Ming Tan and Si Na Kew

This study aims to examine the effects of voice enthusiasm (enthusiastic voice vs calm voice) on social ratings of the speaker, cognitive load and transfer performance in…

Abstract

Purpose

This study aims to examine the effects of voice enthusiasm (enthusiastic voice vs calm voice) on social ratings of the speaker, cognitive load and transfer performance in multimedia learning.

Design/methodology/approach

Two laboratory experiments were conducted in which learners learned from a multimedia presentation about computer algorithm that was narrated by either an enthusiastic human voice or a calm human voice.

Findings

Results from Experiment 1 revealed that the enthusiastic voice narration led to higher social ratings of the speaker and transfer performance when compared to the calm voice narration. Experiment 2 demonstrated that the enthusiastic voice led to higher affective social ratings (human-like and engaging) and transfer performance as compared to the calm voice. Moreover, it was shown that a calm voice prompted a higher germane load than an enthusiastic voice, which conforms to the argument that prosodic cues in voice can influence processing in multimedia learning among non-native speakers.

Originality/value

This study extends from prior studies that examined voice effects related to mechanization, accent, dialect, and slang in multimedia learning to examining the effects of voice enthusiasm in multimedia learning.

Details

Information and Learning Sciences, vol. 121 no. 3/4
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 30 August 2023

Garima Saini and Mubashir Majid Baba

Multimedia facilitates knowledge acquisition, which has a significant impact on students' learning and is a big potential of information and communication technology. Learning

Abstract

Purpose

Multimedia facilitates knowledge acquisition, which has a significant impact on students' learning and is a big potential of information and communication technology. Learning through multimedia has psychological benefits for the learner in addition to being used for recreational learning. To define the cognitive theory of multimedia in successful learning and to develop the study's hypothesis, this study aims to focus on the psychological expedients of the learner and their perception of multimedia learning.

Design/methodology/approach

The longitudinal study was conducted to understand the effect of the use of multimedia applications in learning on blended learning and the metamemory satisfaction of learners. The data were collected in three phases and analysed on partial least squares structural equation modelling 4 software.

Findings

Learners' use of multimedia applications is positively connected with their perceptions of themselves as critical thinkers and their attitudes towards learning. Blended learning and the satisfaction of metamemory are directly impacted by the learner's attitude. The same is true for how critical thinking self-perception affects blended learning. Additionally, the association between the use of multimedia applications and one's critical thinking self-perception is positively moderated by mindfulness. Similarly, conscientiousness influences the connection between attitude and metamemory satisfaction in a favourable way. Finally, metamemory satisfaction is positively and significantly impacted by blended learning.

Research limitations/implications

Learning through multimedia affects the sensory system and then imitates the real world which helps in a better understanding of the stimuli. The psychological effects and applications (rational utilization of perception, memory and emotions) are highlighted which shows scrutiny of the multimedia content in effective learning.

Originality/value

Multimedia learning helps in gaining attention, increasing retention and improving comprehension resulting in remembering the content and boosting effective learning. To the best of the authors’ knowledge, this paper is the first one to look into how the usage of multimedia effects blended learning and metamemory satisfaction in terms of learners' attitudes and perceptions. It also discusses two phenomena: the multimodality of human perception and the so-called polyphony of reality in the emergence of this new technology.

Article
Publication date: 17 May 2022

Tze Wei Liew, Su-Mae Tan and Si Na Kew

This study aims to examine if a pedagogical agent’s expressed anger, when framed as a feedback cue, can enhance mental effort and learning performance in a multimedia learning

Abstract

Purpose

This study aims to examine if a pedagogical agent’s expressed anger, when framed as a feedback cue, can enhance mental effort and learning performance in a multimedia learning environment than expressed happiness.

Design/methodology/approach

A between-subjects experiment was conducted in which learners engaged with a multimedia learning material that taught programming algorithms, featuring a pedagogical agent who expressed anger or happiness as a feedback cue in response to the learners’ prior performance. Learners completed a self-reported scale and post-test for measuring mental effort and learning performance, respectively.

Findings

Female learners reported higher mental effort and had better learning performance when the pedagogical agent expressed anger than happiness. Male learners reported marginally lower mental effort when the pedagogical agent expressed anger than happiness.

Originality/value

This study focuses on a pedagogical agent’s expressed emotion as social information to learners. Extending from research advocating a pedagogical agent’s positive emotional expression, this study highlights the potential benefits of a pedagogical agent’s negative emotional expression, such as anger, as a cue for learners to enhance learning effort and performance in a multimedia learning environment.

Details

Information and Learning Sciences, vol. 123 no. 9/10
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 11 August 2022

Hamid Keshavarz, Somayeh Fallahnia and Fatemeh Hamdi

Due to the lack of standard and research-based frameworks in evaluating the content designed in electronic courses, there appears a need to examine some existing theoretical…

601

Abstract

Purpose

Due to the lack of standard and research-based frameworks in evaluating the content designed in electronic courses, there appears a need to examine some existing theoretical models like the cognitive theory of multimedia learning (CTML) developed by Richard Mayer on real occasions. To confirm the effectiveness of the seven principles of the model driven from this theory in different educational settings, especially amid the COVID-19 pandemic, the present study was conducted in the contexts of two universities in Iran for comparison purposes.

Design/methodology/approach

The present research is a descriptive one for which a survey method was considered to collect data. A measurement instrument was developed based on the seven principles mentioned in the last edition of the book written by Clark and Mayer (2016) as well as an extensive review of the related literature. The data gathered from 524 online questionnaires returned by students of a public university Shahid Beheshti University (SBU) and a private one Ruzbahan University (RU) were then analyzed through partial least squares using SmartPLS 3.0.

Findings

The results of confirmatory factor analysis showed that convergent and discriminant validities, as well as model fit indices, had the reliability of the theoretical model at the 99% confidence level. Based on the path coefficients found for testing hypotheses, modality and coherence principles were the first and last priorities, respectively. Moreover, the comparative study showed that t-statistics values for multimedia, contiguity, modality, redundancy and personalization but not for coherence, and segmenting and pretraining principles are significantly different between the two universities.

Originality/value

This study can be considered a pioneering research in Iran so as to increase the quality of multimedia design, instruction and learning at university levels in future research while emphasizing the importance of Mayer’s principles in the design of electronic content.

Details

The International Journal of Information and Learning Technology, vol. 39 no. 4
Type: Research Article
ISSN: 2056-4880

Keywords

Book part
Publication date: 3 August 2017

Matt Bower

This chapter provides an overview of two generally applicable frameworks relating to the use of technology-enhanced learning – ‘affordances’ and multimedia learning effects…

Abstract

This chapter provides an overview of two generally applicable frameworks relating to the use of technology-enhanced learning – ‘affordances’ and multimedia learning effects. First, the concept of ‘affordances’ as action potentials of technologies is identified as a way to think through technology-enhanced learning design possibilities, so as to help make technology selection decisions. Second, multimedia learning effects including the multimedia effect, the modality effect, the redundancy effect, the split-attention effect, and the personalization effect are presented as a scientific basis for understanding how to create cognitively effective learning experiences using text, images, sound, and video. Both affordances and multimedia learning effects are characterized as ongoing areas of research that are somewhat related, with the successful utilization of each depending on critical application by the designer.

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

Book part
Publication date: 19 March 2013

Laura A. Wankel and Patrick Blessinger

The chapters in this book focus on using different types of multimodal, multimedia, and transmedia technologies to create technology-rich learning environments that have the…

Abstract

The chapters in this book focus on using different types of multimodal, multimedia, and transmedia technologies to create technology-rich learning environments that have the potential to enable higher levels of academic motivation, participation, and engagement. Developments in relatively low cost and abundant digital technologies, coupled with the improvements in contemporary learning theories and pedagogical practices, are quickly enhancing and transforming the way we teach and learn in the 21st century and changing our understanding of what it means to teach and learn in a highly web-based multimedia world. At the individual, group, and institutional levels, these technologies are being used in a variety of ways for a variety of purposes. In teaching and learning, they offer promising and innovative ways to create more interesting and enjoyable academic environments and offer more meaningful and authentic ways to better engage the senses of learners. Mayer (1997) states that multimedia-based teaching and learning offers many benefits to educators (e.g., a variety of instructional options, more effective learning, and more efficient use of instructor time especially for very large classes). This is based on the core multimedia principle posited by Mayer (2005): people tend to learn more deeply with both words and images than from words alone.

Details

Increasing Student Engagement and Retention using Multimedia Technologies: Video Annotation, Multimedia Applications, Videoconferencing and Transmedia Storytelling
Type: Book
ISBN: 978-1-78190-514-2

Article
Publication date: 4 April 2019

Derek Woodgate

The ability to project oneself into a future landscape is a critical aspect for studying and practicing the science of foresight and foresight-based learning systems. The purpose…

Abstract

Purpose

The ability to project oneself into a future landscape is a critical aspect for studying and practicing the science of foresight and foresight-based learning systems. The purpose of this paper is to discuss how we can construct immersive spatial narratives through multimedia-enhanced learning approaches, to increase deeper learner immersion and levels of creativity to transport the learner into a simulated 2030 landscape by reducing the distance between the projected reality and the Self.

Design/methodology/approach

The author designed a foresight-based course on the Future of Mobile Learning underpinned by a new learning system that embraced the concept of immersive spatial narratives, combining physical, virtual and cognitive learning spaces, which enable students to explore complex, undiscovered or unstructured knowledge. Practicing was carried out on 35 students who had completed the course during the preceding three years through a questionnaire and interviews to establish increased levels of creativity in a simulated future landscape.

Findings

The paper established that the addition of multimedia learning environments and tools to foresight-based learning creates immersive spatial narratives that increase creativity and learner ability to project him/herself into a simulated future landscape. In all, 75 per cent of the respondents stated that having to think about the future and place themselves in a practicing landscape increased their creative skills.

Originality/value

A new, foresight-based learning system driven by the concept of immersive spatial narratives, enhanced with student-created multimedia learning tools. The system demonstrated how this approach helps to increase learner creativity and the ability to transition from their Present Self to their Future Self.

1 – 10 of over 3000