4.18.24 Movement Legacies, Reflection, and Review.pptx
Research Study Critique #1
1. Research Study
Critique #1
colin gray
may 20, 2009
AEET/EDET 780
2. Research Study
Jamet, E., Gavota, M., & C. Quaireau (2008).
Attention guiding in multimedia learning
[Electronic version]. Learning and Instruction,
18(2), 135-145.
http://dx.doi.org.pallas2.tcl.sc.edu/10.1016/j.learninstruc.2007.01.011
13. STUDY // subject
112 undergraduate students
from france
courtesy of wikipedia.org
14. STUDY // subject
112 undergraduate students
from france
randomly assigned to one of the
four test conditions
courtesy of wikipedia.org
15. STUDY // subject
112 undergraduate students
from france
randomly assigned to one of the
four test conditions
pre-test to eliminate learners
with prior knowledge
courtesy of wikipedia.org
16. STUDY // subject
112 undergraduate students
from france
randomly assigned to one of the
four test conditions
pre-test to eliminate learners
with prior knowledge
computer used for multimedia
experience with a model of the
brain
courtesy of wikipedia.org
17. STUDY // subject
112 undergraduate students
from france
randomly assigned to one of the
four test conditions
pre-test to eliminate learners
with prior knowledge
computer used for multimedia
experience with a model of the
brain
post-test using paper and pencil
courtesy of wikipedia.org
24. STUDY // next steps
effect of color dominance on attentional guidance
25. STUDY // next steps
effect of color dominance on attentional guidance
visual complexity within process modeling
26. STUDY // next steps
effect of color dominance on attentional guidance
visual complexity within process modeling
role of textual information in cognitive processing
27. STUDY // next steps
effect of color dominance on attentional guidance
visual complexity within process modeling
role of textual information in cognitive processing
30. OVERVIEW // mechanics
excellent use of cognitive theories as intellectual
grounding throughout
31. OVERVIEW // mechanics
excellent use of cognitive theories as intellectual
grounding throughout
high applicability of study outcomes
32. OVERVIEW // mechanics
excellent use of cognitive theories as intellectual
grounding throughout
high applicability of study outcomes
research question guided the information
acquisition process
35. OVERVIEW // applicability
practical examples of multimedia learning theory
direct applicability to elearning development
36. OVERVIEW // applicability
practical examples of multimedia learning theory
direct applicability to elearning development
opportunity for future study
My name is colin gray, and this my first research study critique for EDET 780 for Maymester, 2009.
This study, by Jamet, Gavota, and Quaireau evaluated the modification of attention guiding modes, and how these presentational issues correlate with the cognitive processing of multimedia information. This study builds on the theory of Mayer, Johnson-Laird, and others in the understanding how the dual descriptive and depictive channels affect the acquisition of information. This study focuses on combining two separately studied attention guiding modes, sequentiality and salience.
Let’s begin by discussing the purpose of the study, and how it relates to multimedia learning theory.
This study focuses on determining the multimedia effects that promote attention guidance.
The study selects two guidance techniques, sequentiality and salience.
sequentiality displays information in sequence, as it is discussed, thus limited the amount of new data being cognitively processed at any one point in the learning acquisition experience.
salience hilights the area currently being discussed, either by influencing the scale or colorization of the area to dominate visual interest and speed cognitive processing.
This study focuses on determining the multimedia effects that promote attention guidance.
The study selects two guidance techniques, sequentiality and salience.
sequentiality displays information in sequence, as it is discussed, thus limited the amount of new data being cognitively processed at any one point in the learning acquisition experience.
salience hilights the area currently being discussed, either by influencing the scale or colorization of the area to dominate visual interest and speed cognitive processing.
The study groups were broken up into combinations of both attentional guidance effects, resulting in a static/non-salient group, static/salient group, sequential/non-salient group, and finally, the sequential/salient group.
The static/non-salient group experiences a static illustration with all sections hilighted. The areas are not hilighted visually while they are being discussed.
The static/salient group experiences the same static illustration with sections hilighted. However, when the areas of narration are discussed, they are hilighted in sequence in a different color.
The sequential/non-salient group experiences an illustration that builds over time, showing only the topic area under current discussion. The area is not hilighted in another color when it is discussed.
Finally, the sequential/salient group experiences a building illustration, with the sections under discussion changing color as they are discussed.
The study groups were broken up into combinations of both attentional guidance effects, resulting in a static/non-salient group, static/salient group, sequential/non-salient group, and finally, the sequential/salient group.
The static/non-salient group experiences a static illustration with all sections hilighted. The areas are not hilighted visually while they are being discussed.
The static/salient group experiences the same static illustration with sections hilighted. However, when the areas of narration are discussed, they are hilighted in sequence in a different color.
The sequential/non-salient group experiences an illustration that builds over time, showing only the topic area under current discussion. The area is not hilighted in another color when it is discussed.
Finally, the sequential/salient group experiences a building illustration, with the sections under discussion changing color as they are discussed.
The study groups were broken up into combinations of both attentional guidance effects, resulting in a static/non-salient group, static/salient group, sequential/non-salient group, and finally, the sequential/salient group.
The static/non-salient group experiences a static illustration with all sections hilighted. The areas are not hilighted visually while they are being discussed.
The static/salient group experiences the same static illustration with sections hilighted. However, when the areas of narration are discussed, they are hilighted in sequence in a different color.
The sequential/non-salient group experiences an illustration that builds over time, showing only the topic area under current discussion. The area is not hilighted in another color when it is discussed.
Finally, the sequential/salient group experiences a building illustration, with the sections under discussion changing color as they are discussed.
The study groups were broken up into combinations of both attentional guidance effects, resulting in a static/non-salient group, static/salient group, sequential/non-salient group, and finally, the sequential/salient group.
The static/non-salient group experiences a static illustration with all sections hilighted. The areas are not hilighted visually while they are being discussed.
The static/salient group experiences the same static illustration with sections hilighted. However, when the areas of narration are discussed, they are hilighted in sequence in a different color.
The sequential/non-salient group experiences an illustration that builds over time, showing only the topic area under current discussion. The area is not hilighted in another color when it is discussed.
Finally, the sequential/salient group experiences a building illustration, with the sections under discussion changing color as they are discussed.
The subject selection was not identified in the text, although all of the participants were undergraduate students at a university in Renne, France.
They were all assigned one of the previously mentioned test conditions, and proceeded to the actual multimedia encounter after completing a pre-test, analyzing their previous subject matter knowledge. Those who tested well on the pre-test were eliminated from the study. A computer learning environment with narration was used to present the same body of data to the learner, describing functional areas of the brain in a labeled illustration.
Following the multimedia encounter, a post-test was conducted using traditional pencil and paper.
The subject selection was not identified in the text, although all of the participants were undergraduate students at a university in Renne, France.
They were all assigned one of the previously mentioned test conditions, and proceeded to the actual multimedia encounter after completing a pre-test, analyzing their previous subject matter knowledge. Those who tested well on the pre-test were eliminated from the study. A computer learning environment with narration was used to present the same body of data to the learner, describing functional areas of the brain in a labeled illustration.
Following the multimedia encounter, a post-test was conducted using traditional pencil and paper.
The subject selection was not identified in the text, although all of the participants were undergraduate students at a university in Renne, France.
They were all assigned one of the previously mentioned test conditions, and proceeded to the actual multimedia encounter after completing a pre-test, analyzing their previous subject matter knowledge. Those who tested well on the pre-test were eliminated from the study. A computer learning environment with narration was used to present the same body of data to the learner, describing functional areas of the brain in a labeled illustration.
Following the multimedia encounter, a post-test was conducted using traditional pencil and paper.
The subject selection was not identified in the text, although all of the participants were undergraduate students at a university in Renne, France.
They were all assigned one of the previously mentioned test conditions, and proceeded to the actual multimedia encounter after completing a pre-test, analyzing their previous subject matter knowledge. Those who tested well on the pre-test were eliminated from the study. A computer learning environment with narration was used to present the same body of data to the learner, describing functional areas of the brain in a labeled illustration.
Following the multimedia encounter, a post-test was conducted using traditional pencil and paper.
The subject selection was not identified in the text, although all of the participants were undergraduate students at a university in Renne, France.
They were all assigned one of the previously mentioned test conditions, and proceeded to the actual multimedia encounter after completing a pre-test, analyzing their previous subject matter knowledge. Those who tested well on the pre-test were eliminated from the study. A computer learning environment with narration was used to present the same body of data to the learner, describing functional areas of the brain in a labeled illustration.
Following the multimedia encounter, a post-test was conducted using traditional pencil and paper.
The study participants were evaluated on four criteria, including process retention, functional retention, diagram completion, and transfer.
The functional retention results (represented here by the reported mean scores) were the most dramatic, with a significant advantage over the other test groups.
Other test scores were similar, showing modest gains over the secondary static/salient group. this chart represents all four scoring metrics compared additively.
These results indicate a link between both sequential and salient multimedia instruction, in that these devices positively affect learner performance. A slight additive effect is also noted in the sequential/salient group, as predicted by the research hypothesis.
The output of this study does have some limitations, which could affect the applicability of outcomes.
The study focuses on the attention guiding effects of process-oriented data, including step-by-step and procedurally-oriented data, so it may have limited effectiveness on simpler data sets.
The study output also posits that combining previously understood (and studied) attentional guidance effects can have an additive effect on output.
The output of this study does have some limitations, which could affect the applicability of outcomes.
The study focuses on the attention guiding effects of process-oriented data, including step-by-step and procedurally-oriented data, so it may have limited effectiveness on simpler data sets.
The study output also posits that combining previously understood (and studied) attentional guidance effects can have an additive effect on output.
The structure of this study provides for a number of related research opportunities, including:
how hues of color can effect the attentional effect
how types of process complexity can effect the learning outcome
and how text display on-screen during learning can effect cognitive processing
The structure of this study provides for a number of related research opportunities, including:
how hues of color can effect the attentional effect
how types of process complexity can effect the learning outcome
and how text display on-screen during learning can effect cognitive processing
The structure of this study provides for a number of related research opportunities, including:
how hues of color can effect the attentional effect
how types of process complexity can effect the learning outcome
and how text display on-screen during learning can effect cognitive processing
The structure of this study provides for a number of related research opportunities, including:
how hues of color can effect the attentional effect
how types of process complexity can effect the learning outcome
and how text display on-screen during learning can effect cognitive processing
Let’s move on to a brief critique of the study, and its implications for future research.
In general, this study is very well written. The writing is concise and dense, the utilization of previous studies and cognitive theory is referred to throughout the text, and the outcomes of the study are presented in neutral context, enhancing applicability of the study outcomes.
Also, the research question was well stated, and reflected the intent and structure of the research hypotheses.
In general, this study is very well written. The writing is concise and dense, the utilization of previous studies and cognitive theory is referred to throughout the text, and the outcomes of the study are presented in neutral context, enhancing applicability of the study outcomes.
Also, the research question was well stated, and reflected the intent and structure of the research hypotheses.
In general, this study is very well written. The writing is concise and dense, the utilization of previous studies and cognitive theory is referred to throughout the text, and the outcomes of the study are presented in neutral context, enhancing applicability of the study outcomes.
Also, the research question was well stated, and reflected the intent and structure of the research hypotheses.
This study was incredibly helpful in understanding the practical implications of the multimedia theories I have already studied. The types of attention guiding effects used in the study are very similar to those used in the most dominant strains of elearning development, so understanding the additive effects of these attention guiding modes will prove to be valuable.
The results of the study reveal the potential for further study in the field of multimedia learning, and demonstrate the direct applicability of a wide variety of learning theory to practice in multimedia learning development.
This study was incredibly helpful in understanding the practical implications of the multimedia theories I have already studied. The types of attention guiding effects used in the study are very similar to those used in the most dominant strains of elearning development, so understanding the additive effects of these attention guiding modes will prove to be valuable.
The results of the study reveal the potential for further study in the field of multimedia learning, and demonstrate the direct applicability of a wide variety of learning theory to practice in multimedia learning development.
This study was incredibly helpful in understanding the practical implications of the multimedia theories I have already studied. The types of attention guiding effects used in the study are very similar to those used in the most dominant strains of elearning development, so understanding the additive effects of these attention guiding modes will prove to be valuable.
The results of the study reveal the potential for further study in the field of multimedia learning, and demonstrate the direct applicability of a wide variety of learning theory to practice in multimedia learning development.
In conclusion, this study was incredibly helpful in grounding my understanding of the cognitive theories, and their potential for application in contemporary learning development. The study results presented a clear case for implementation of a variety of common, proven attention guiding devices in presenting common types of data.