Research Study Critique #1

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A critique of the research study "Attention guiding in multimedia learning" by Jamet, Gavota, and Quaireau for EDET 780, Maymester 2009.

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Research Study Critique #1

  1. 1. Research Study Critique #1 colin gray may 20, 2009 AEET/EDET 780
  2. 2. Research Study Jamet, E., Gavota, M., & C. Quaireau (2008). Attention guiding in multimedia learning [Electronic version]. Learning and Instruction, 18(2), 135-145. http://dx.doi.org.pallas2.tcl.sc.edu/10.1016/j.learninstruc.2007.01.011
  3. 3. Introduction
  4. 4. STUDY // purpose Determine multimedia effects that promote positive attention guidance
  5. 5. STUDY // purpose Determine multimedia effects that promote positive attention guidance 1 2 3 sequentiality
  6. 6. STUDY // purpose Determine multimedia effects that promote positive attention guidance 1 2 3 sequentiality salience
  7. 7. STUDY // groups
  8. 8. STUDY // groups 1 2 3 static/non-salient
  9. 9. STUDY // groups 1 1 2 2 3 3 static/non-salient static/salient
  10. 10. STUDY // groups 1 1 2 2 3 3 static/non-salient static/salient 2 sequential/non-salient
  11. 11. STUDY // groups 1 1 2 2 3 3 static/non-salient static/salient 2 2 sequential/non-salient sequential/salient
  12. 12. STUDY // subject courtesy of wikipedia.org
  13. 13. STUDY // subject 112 undergraduate students from france courtesy of wikipedia.org
  14. 14. STUDY // subject 112 undergraduate students from france randomly assigned to one of the four test conditions courtesy of wikipedia.org
  15. 15. STUDY // subject 112 undergraduate students from france randomly assigned to one of the four test conditions pre-test to eliminate learners with prior knowledge courtesy of wikipedia.org
  16. 16. STUDY // subject 112 undergraduate students from france randomly assigned to one of the four test conditions pre-test to eliminate learners with prior knowledge computer used for multimedia experience with a model of the brain courtesy of wikipedia.org
  17. 17. STUDY // subject 112 undergraduate students from france randomly assigned to one of the four test conditions pre-test to eliminate learners with prior knowledge computer used for multimedia experience with a model of the brain post-test using paper and pencil courtesy of wikipedia.org
  18. 18. STUDY // results 4 3 2 1 0 static/non-salient static/salient sequential/non-salient sequential/salient
  19. 19. STUDY // results 15 11.25 7.5 3.75 0 static/non-salient static/salient sequential/non-salient sequential/salient
  20. 20. STUDY // output
  21. 21. STUDY // output limited to presentation of process-oriented data
  22. 22. STUDY // output limited to presentation of process-oriented data combining presentational effects can increase overall learning outcomes
  23. 23. STUDY // next steps
  24. 24. STUDY // next steps effect of color dominance on attentional guidance
  25. 25. STUDY // next steps effect of color dominance on attentional guidance visual complexity within process modeling
  26. 26. STUDY // next steps effect of color dominance on attentional guidance visual complexity within process modeling role of textual information in cognitive processing
  27. 27. STUDY // next steps effect of color dominance on attentional guidance visual complexity within process modeling role of textual information in cognitive processing
  28. 28. Critique
  29. 29. OVERVIEW // mechanics
  30. 30. OVERVIEW // mechanics excellent use of cognitive theories as intellectual grounding throughout
  31. 31. OVERVIEW // mechanics excellent use of cognitive theories as intellectual grounding throughout high applicability of study outcomes
  32. 32. OVERVIEW // mechanics excellent use of cognitive theories as intellectual grounding throughout high applicability of study outcomes research question guided the information acquisition process
  33. 33. OVERVIEW // applicability
  34. 34. OVERVIEW // applicability practical examples of multimedia learning theory
  35. 35. OVERVIEW // applicability practical examples of multimedia learning theory direct applicability to elearning development
  36. 36. OVERVIEW // applicability practical examples of multimedia learning theory direct applicability to elearning development opportunity for future study
  37. 37. Conclusion

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