Design of learning objects for concept learning: effects of multimedia learning principles and an instructional approach. Issue 6 (17th August 2016)

• Record Type: Journal Article
• Authors: Chiu, Thomas K.F.; Churchill, Daniel
• Is Part Of: Interactive learning environments. Volume 24:Issue 6(2016)
• Page Start: 1355
• Page End: 1370
• Publication Date: 2016-08-17
• Subjects: design -- learning object -- mathematics -- concept learning -- multimedia learning; Educational technology -- United States -- Periodicals; 371.33
• DOI: 10.1080/10494820.2015.1006237
• Languages: English
• ISSNs: 1049-4820

Abstract

Abstract : Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching techniques – (a) variation theory and (b) representations of subject matter – on the design of learning objects for secondary school algebra concept learning. The results of this study showed that the experimental group performed significantly better than the control group on algebra learning achievement. The results also showed that only the experimental design with the addition of the instructional approach resulted in higher-order mathematical thinking skills and improved procedural skills of the students. Further analysis reveals that concept learning was simplified when multimedia learning principles were applied and the information was presented by the instructional approach.