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Article: Exploring the characteristics of an optimal design of digital materials for concept learning in mathematics: Multimedia learning and variation theory

TitleExploring the characteristics of an optimal design of digital materials for concept learning in mathematics: Multimedia learning and variation theory
Authors
Issue Date2015
Citation
Computers & Education, 2015, v. 82, p. 280-291 How to Cite?
AbstractDesign principles emerging from the cognitive theory of multimedia learning can be applied to engage cognitive processing, and teaching methods that have evolved from variation theory can encourage thinking through comparisons in mathematics education. Applying these principles and teaching methods in designing digital material should be a sound proposition. However, there is a disconnection between research in digital educational material and classroom practices. Teachers often have doubts about the effectiveness of the materials. Thus, this paper presents a design-based research of developing a digital material for algebra concept learning. We collaborated with two experienced teachers and a subject expert from a university, and designed some digital learning material that was presented to 68 students through an iterative redesign development cycle; the effectiveness of the final product was tested on another group of 66 students the following year. Characteristics of an optimal design generated from the data collected are presented in this paper. The characteristics may have useful practical implications for instructional designers and teachers and contribute to improvements in the design of digital learning materials.
Persistent Identifierhttp://hdl.handle.net/10722/207767

 

DC FieldValueLanguage
dc.contributor.authorChiu, TKFen_US
dc.contributor.authorChurchill, Den_US
dc.date.accessioned2015-01-19T10:22:45Z-
dc.date.available2015-01-19T10:22:45Z-
dc.date.issued2015en_US
dc.identifier.citationComputers & Education, 2015, v. 82, p. 280-291en_US
dc.identifier.urihttp://hdl.handle.net/10722/207767-
dc.description.abstractDesign principles emerging from the cognitive theory of multimedia learning can be applied to engage cognitive processing, and teaching methods that have evolved from variation theory can encourage thinking through comparisons in mathematics education. Applying these principles and teaching methods in designing digital material should be a sound proposition. However, there is a disconnection between research in digital educational material and classroom practices. Teachers often have doubts about the effectiveness of the materials. Thus, this paper presents a design-based research of developing a digital material for algebra concept learning. We collaborated with two experienced teachers and a subject expert from a university, and designed some digital learning material that was presented to 68 students through an iterative redesign development cycle; the effectiveness of the final product was tested on another group of 66 students the following year. Characteristics of an optimal design generated from the data collected are presented in this paper. The characteristics may have useful practical implications for instructional designers and teachers and contribute to improvements in the design of digital learning materials.en_US
dc.languageengen_US
dc.relation.ispartofComputers & Educationen_US
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication in Computers & Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Computers & Education, 2015, v. 82, p. 280-291. DOI: 10.1016/j.compedu.2014.12.001-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleExploring the characteristics of an optimal design of digital materials for concept learning in mathematics: Multimedia learning and variation theoryen_US
dc.typeArticleen_US
dc.identifier.emailChiu, KF: tchiu@hku.hken_US
dc.identifier.emailChurchill, D: dchurch@hku.hken_US
dc.identifier.authorityChurchill, D=rp00898en_US
dc.description.naturepostprint-
dc.identifier.doi10.1016/j.compedu.2014.12.001en_US
dc.identifier.scopuseid_2-s2.0-84919769783-
dc.identifier.hkuros242144en_US
dc.identifier.volume82en_US
dc.identifier.spage280en_US
dc.identifier.epage291en_US
dc.publisher.placeElsevier B.V. The Journal's web site is located at http://www.elsevier.com/locate/compedu-

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