Wip presentation

MSc. Applied E-learning Project
WIP
Niamh O‟ Mahony 11/12/2012

Research Question

“How does a multimedia enhanced e-book
optimise cognitive learning: cognitive processing
and motivation of 1st year secondary school
students compared to standard e-books?”

Context and rationale

Multimedia technology with capabilities of presentation, animation and
interactivity optimise cognitive learning (Alessi & Trollip, 2001)
More successful learning takes place when presentations are built
according to cognitive strategies of multimedia learning that reduce
cognitive load (Clark & Mayer, 2011)
Interactivity promotes active learning, engagement and intrinsic motivation.
(Mangan 2008; Smeets & Bus, 2011; Moreno & Valdez; Kennedy (2004)

+
Schools are increasingly adopting eBooks as a digital replacement for
traditional textbooks (Gleason, 2012)

Investigate how an enhanced ebook.. using the ePub3 format of iBook
Author for the ipad enhances cognitive learning of students compared to
standard ebook.

Aim of the research

• Build 2 ebooks
1. Apple‟s iBook Author: based on theories of multimedia learning
2. Standard ebook format

• Measure the learning outcomes of two groups of students, each
from a different style of ebook.
• Testing recall of the material from each resource with a quantitative
test using a survey tool.
• Evaluate the interactive e-book group qualitatively to assess levels
of motivation, engagement and experiences using the platform.

• Analyse the data collected and triangulate it with cognitive
theories of multimedia learning. Provide theoretical suggestions
for why learning and motivation did or did not occur and make
recommendations for future multimedia integration and research.

Differences: Presentation modes & Interactivity

1. Enhanced ebook 2. Standard ebook Benefits of 1
Interactive Galleries Pictures & text Engagement, exploratory learning & lower
picture (& text) cognitive load



Interactive keynote Pictures & text Engagement through constructive discovery
presentations learning as information builds up




Animations & audio Static pictures and Engagement and lower cognitive load
text




text
Intermittant self tests Written questions Encouragement of rehearsal with recall and
with feedback feedback.




text

Supporting interactive Flat picture Engagement & lower cognitive load
3d graphics




text

3d graphics
Popover text on Picture & text Active learning
pictures




text

3d graphics
pictures
Interactive & zooming Flat diagram Engagement & lower cognitive load
labled graphics




text

3d graphics
pictures
Interactive & zooming Flat diagram Engagement & lower cognitive load
labled graphics
Highlighting tools Highlighting tools Rehearsal & control over media
Note taking tools Note taking tools Rehearsal & control over media

Literature

Ebooks in the classroom

• High levels of student engagement and motivation with interactive
elements of ebooks. (Larson 2010; Twyla et al. 2011; Larson
2009; Weisberg 2011)

• Thomas et al. (2012) 2 year study in Wales, in early phase, based
on student feedback „ibook has the capacity to stimulate and
engage students‟

• In a study by Haughtan Mifflin & Harcourt, 20% more of middle
school algebra students who were using an èbook made by the i-
Book Author achieved Proficient or Advanced when compared to
other students who were using a standard text book (Bonnington
C, 2012)

Literature

Multimedia Learning Theories
• 9 multimedia cognitive learning strategies for reducing the cognitive load
(Mayer, 2009) based on Sweller‟s (1989) cognitive load theory.

• Temporal & spatial contiguity principles in interactive pictures

• Modality principle in instructional animation

• Coherence principle by exclusion of some information from vision

Literature

Interactivity
• Interactive storybooks increase vocabulary growth. (Smeets & Bus,
2011)
• Increases in the amount of mental effort enhances levels of participation
• Hotspots & MCQs enhance retention.

• Users of an interactive ebook about mathematical solids showed better
learning than the other group (Rowhani, S., Sedig, K, 2005)
• „Interaction with visual representations can challenge learners to become
active in the learning process and increase motivation, attention, and
involvement‟

• 3D manipulation of objects (Zheng. Et al, 2009)
• Motor manipulation enhances processing
• reduces cognitive load
• Constructive and active learning enhance engagement

• Research investigating Sim‟s (1997) 11 levels of interactivity- cues,
hints and self-assessment to be the most popular. (Lim,C.P et al.)

Literature

Interactivity

• The mind cannot attend continuously to something that doesn‟t change
(Mangan 2008)

• Providing students with control + allowing them to test their knowledge =
intrinsic motivation. „Situational interest‟ occurs as opposed to „individual
interest‟ enabling deeper processing. (Hihi & Harackiewicz, 2000)

• Users make meaning rather than take meaning (Moreno & Valdez)

• Englecamp‟s „multimodal theory‟ (1998)
• Manipulative learning encoded differently from perceptual learning

• Theory of event coding (Hommel et al.) mirror to Pavio‟s dual coding

• Cognitive interaction model of multimedia interactivity. (Kennedy, 2004)

Literature

Interactivity
Cognitive interaction model of multimedia interactivity (Kennedy 2004)

Instructional Event
-content
-instructional design

Functional
Interactivity

Cognitive Behavioural Processes
Interactivity -actions
-activities

Cognitive Processes
-cognitive strategies
-metacognitive strategies

Intrinsic motivation Learning Outcomes

Plan

• Complete implementation of ebooks January 10th – 18th

• Test ebooks on target age group January 19th

• Test revised ebooks on target age group January 19th

• Collect final with subjects data: February 20th/27th

• Analysis of data and write up: March/April/May

• Submit draft: May

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