Saying the wrong thing: improving learning with multimedia by including misconceptions
Journal of Computer Assisted Learning (early online publicaiton)
D.A. Muller, J. Bewes, M.D. Sharma & P. Reimann
Email: muller@physics.usyd.edu.au
In this study, 364 first-year physics students were randomly assigned to one of four online multimedia treatments on Newton's First and Second Laws of Motion: (1) the ‘Exposition’, a concise lecture-style presentation; (2) the ‘Extended Exposition’, the Exposition with additional interesting information; (3) the ‘Refutation’, the Exposition with common misconceptions explicitly stated and refuted; or (4) the ‘Dialogue’, a student–tutor discussion of the same material as in the Refutation. Students were tested using questions from mechanics conceptual inventories before and after watching the multimedia treatments. Results show the Refutation and Dialogue produced the greatest learning gains, with effect sizes of 0.79 and 0.83, respectively, compared with the Exposition. Students with low prior knowledge benefited most, however high prior knowledge learners were not disadvantaged by the misconception-based approach. The findings suggest that online multimedia can be greatly improved, promoting conceptual change in students with all levels of experience, by including a discussion of misconceptions.
doi:10.1111/j.1365-2729.2007.00248.x
Showing posts with label Reimann. Show all posts
Showing posts with label Reimann. Show all posts
2008-01-30
Muller Sharma Eklund Reimann - Instructional Science 2007
Conceptual change through vicarious learning in an authentic physics setting
Instructional Science 35(6), p. 519-533
Derek A. Muller, Manjula D. Sharma, John Eklund, and Peter Reimann
Email: muller@physics.usyd.edu.au
Recent research on principles of best practice for designing effective multimedia instruction has rarely taken into account students’ alternative conceptions, which are known to strongly influence learning. The goal of this study was to determine how well students of quantum mechanics could learn ‘vicariously’ by watching a student-tutor dialogue based on alternative conceptions. Two video treatments were created to summarize key aspects of quantum tunneling, a fundamental quantum mechanical phenomenon. One video depicted a student-tutor dialogue, incorporating many of the common alternative conceptions on the topic, and resolving inconsistencies in reasoning through discussion. The other presented the same correct physics material in an expository style without alternative conceptions. Second year physics students were randomly assigned to one of the two treatments and were tested before and after watching the video during a lecture. Results show a statistically significant (p < .01) advantage for the learners in the dialogue treatment (d = 0.71). Follow-up interviews of students yielded insight into the affective and cognitive benefits of the dialogue video.
DOI: 10.1007/s11251-007-9017-6
Instructional Science 35(6), p. 519-533
Derek A. Muller, Manjula D. Sharma, John Eklund, and Peter Reimann
Email: muller@physics.usyd.edu.au
Recent research on principles of best practice for designing effective multimedia instruction has rarely taken into account students’ alternative conceptions, which are known to strongly influence learning. The goal of this study was to determine how well students of quantum mechanics could learn ‘vicariously’ by watching a student-tutor dialogue based on alternative conceptions. Two video treatments were created to summarize key aspects of quantum tunneling, a fundamental quantum mechanical phenomenon. One video depicted a student-tutor dialogue, incorporating many of the common alternative conceptions on the topic, and resolving inconsistencies in reasoning through discussion. The other presented the same correct physics material in an expository style without alternative conceptions. Second year physics students were randomly assigned to one of the two treatments and were tested before and after watching the video during a lecture. Results show a statistically significant (p < .01) advantage for the learners in the dialogue treatment (d = 0.71). Follow-up interviews of students yielded insight into the affective and cognitive benefits of the dialogue video.
DOI: 10.1007/s11251-007-9017-6
2008-01-06
Muller Sharma Reimann - Sci. Ed. 2008
Raising cognitive load with linear multimedia to promote conceptual change
Science Education 1-19, 2008
Derek A. Muller 1 *, Manjula D. Sharma 1, Peter Reimann 2
1 School of Physics, University of Sydney, Camperdown, NSW 2006, Australia
2 Faculty of Education and Social Work, University of Sydney, Camperdown, NSW 2006, Australia
email: Derek A. Muller (muller@physics.usyd.edu.au)
*Correspondence to Derek A. Muller, School of Physics, University of Sydney, Camperdown, NSW 2006, Australia
Two disparate research programs have addressed the challenge of instructional multimedia design. One, based on cognitive load theory, has focused on ways of reducing unnecessary cognitive load during instruction to free up resources for learning. The other, based on constructivism, has centered on interactive multimedia, allowing students to build their own knowledge. Attempting to build on both bodies of literature, in this study, we investigated techniques that can raise the useful cognitive load engendered with linear multimedia. Participating online from home, students were pre- and posttested around a short multimedia intervention that explained Newton's first and second laws. In Experiment 1, students who watched a video dialogue involving alternative conceptions reported investing greater mental effort and achieved higher posttest scores than students who received a standard lecture-style presentation. In Experiment 2, two additional multimedia treatments were evaluated to assess the role of instructional time and the method of addressing alternative conceptions. In all, 272 students participated in the experiments. Interviews suggest that students adopted a more active approach to understanding the material if alternative conceptions were raised. In addition, students who watched the dialogue judged themselves to be similar to the student in the multimedia. © 2008 Wiley Periodicals, Inc.
Received: 23 May 2007; Revised: 14 September 2007; Accepted: 15 September 2007
DOI: 10.1002/sce.20244
Science Education 1-19, 2008
Derek A. Muller 1 *, Manjula D. Sharma 1, Peter Reimann 2
1 School of Physics, University of Sydney, Camperdown, NSW 2006, Australia
2 Faculty of Education and Social Work, University of Sydney, Camperdown, NSW 2006, Australia
email: Derek A. Muller (muller@physics.usyd.edu.au)
*Correspondence to Derek A. Muller, School of Physics, University of Sydney, Camperdown, NSW 2006, Australia
Two disparate research programs have addressed the challenge of instructional multimedia design. One, based on cognitive load theory, has focused on ways of reducing unnecessary cognitive load during instruction to free up resources for learning. The other, based on constructivism, has centered on interactive multimedia, allowing students to build their own knowledge. Attempting to build on both bodies of literature, in this study, we investigated techniques that can raise the useful cognitive load engendered with linear multimedia. Participating online from home, students were pre- and posttested around a short multimedia intervention that explained Newton's first and second laws. In Experiment 1, students who watched a video dialogue involving alternative conceptions reported investing greater mental effort and achieved higher posttest scores than students who received a standard lecture-style presentation. In Experiment 2, two additional multimedia treatments were evaluated to assess the role of instructional time and the method of addressing alternative conceptions. In all, 272 students participated in the experiments. Interviews suggest that students adopted a more active approach to understanding the material if alternative conceptions were raised. In addition, students who watched the dialogue judged themselves to be similar to the student in the multimedia. © 2008 Wiley Periodicals, Inc.
Received: 23 May 2007; Revised: 14 September 2007; Accepted: 15 September 2007
DOI: 10.1002/sce.20244
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