Effects on learning of multimedia animation combined with multidimensional concept maps |
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| Affiliation: | 1. Department of Accounting, National Changhua University of Education, No.2, Shi-Da Road, Changhua 500, Taiwan, ROC;2. Department of Hospitality Management, MingDao University, 369, Wen-Hua Road, Peetow, Changhua 52345, Taiwan, ROC;3. Department of Accounting Information, Overseas Chinese University, No. 100, Chiao Kwang Road, Taichung 407, Taiwan, ROC;1. Centre for Research in Learning and Change, University of Technology, Sydney (UTS), NSW, Australia;2. Faculty of Education, University of Hull, Hull, United Kingdom;1. International Business School, Hanze University of Applied Sciences, Groningen, The Netherlands;2. Faculty of Mathematics, University of Groningen, The Netherlands;3. Hanze University of Applied Sciences, Groningen, The Netherlands;1. Centre for Educational Measurement at University of Oslo (CEMO), University of Oslo, Norway;2. Department of Teacher Education and School Research, University of Oslo, Norway;1. University of Campinas, Computing Institute, Av. Albert Einstein 1251, Campinas, SP 13083-852, Brazil;2. University of Southern California, Rossier School of Education, 3470 Trousdale Parkway, Waite Phillips Hall, Room 702 G, Los Angeles, CA 90089-4083, USA |
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| Abstract: | This study investigates whether teaching materials combining multimedia animation and multidimensional concept maps (MAMCMs) improve learning achievement, retention, and satisfaction more than multidimensional concept maps (MCMs), as suggested by Huang et al. (2012) in Computers & Education. Learning retention, learning achievement, and learning satisfaction associated with two sets of course materials were compared in this quasi-experimental study. In total, 114 students from two classes at one private university in Taiwan participated in this 6-week teaching experiment. Analytical results indicate that learning achievement, learning satisfaction, and learning retention of the MAMCM group were better than those of the MCM group. Pedagogical implications and suggestions are given. |
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| Keywords: | Computer-mediated communication Improving classroom teaching Multimedia/hypermedia systems Teaching/learning strategies |
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