Griffith Open: No conditions. Results ordered -Date Deposited. 2024-03-29T08:37:55ZEPrintshttps://go.griffith.ie/images/sitelogo.pnghttp://go.griffith.ie/2018-03-21T15:33:40Z2018-05-31T10:43:48Zhttp://go.griffith.ie/id/eprint/161This item is in the repository with the URL: http://go.griffith.ie/id/eprint/1612018-03-21T15:33:40ZWhiteboard animation and PowerPoint multimedia instruction: A comparative study of instructional effectiveness on cognitive load and retention.Digital instructional multimedia tools are evolving quickly and provide learners with alternative learning experiences.
While there is plenty of research on instructional animations, research concerning the learning effectiveness of whiteboard animation instructional multimedia presentations is rare.
This study compares the learning effectiveness using two different styles of multimedia presentation. A total of 95 final year undergraduate Business and Finance students took part in this experiment.
Divided into two groups (called Oak & Maple), the first group (Oak) was shown a 6-minute video using PowerPoint slides and supporting narration. The second group (Maple) was also show a 6-minute video using a whiteboard animation and the same narration. Development of the whiteboard animation was guided using Mayer’s instructional design principles (Mayer, 2005).
Using self-rating questionnaires and retention tests, quantitative data were gathered and analysed. We found the whiteboard animation video has a more positive effect on retention when compared to the PowerPoint video.Mark Dowling2014-09-18T09:26:33Z2014-09-18T09:26:33Zhttp://go.griffith.ie/id/eprint/11This item is in the repository with the URL: http://go.griffith.ie/id/eprint/112014-09-18T09:26:33ZMotivating student learningAbstract
After more than 20 years in various sales and marketing roles, I have recently changed
careers to lecturing business studies subjects within the HETAC framework. I decided to use
the opportunity to conduct an action research project to address student engagement and explore strategies to encourage the students to take ownership of the learning by engaging in classroom activities. My concern therefore resulted in the following action research question:
‘If students are encouraged to engage in open discussions regarding the course content, will this motivate them to take ownership of their own learning?’
The methodology applied in this research uses the five phases of Susmans action research model (1983). The five stages includes: diagnosing, action planning, taking action,
evaluating, specifying learning and then repeating the process multiple times. I undertook two action research cycles to explore and respond to this question during a six week period which began in March 2011. My students were a small group (9 students) studying their 1st year of a higher certificate course in business studies. Having gathered data from cycle 1 and reflecting upon it, I commenced my second action research cycle responding to the learning and further needs which emerged during cycle 1.
During this research I uncovered unexpected issues which are outlined in my findings: for example, differing learning cultures between second and third level education. I expect that the issues uncovered are not unique to my small group of students and other lecturers have had similar experiences and I hope that the recommendations provided in this report will be of use to the reader.Mark Dowling