Pub Date : 2022-04-04DOI: 10.1177/00472395221087613
L. Chung
Online presentation is emerging when classroom presentation is not possible. This study was to compare students’ interactivity between the asynchronized online presentations with hashtags and the synchronized classroom presentations. This was a secondary analysis with seven courses conducted between 2016 and 2020. Students’ interactivity in group presentations was evaluated from the videos recorded in classrooms and the posts on social media. Three and four courses in the classroom mode and online mode, respectively were included. Students’ presentations if posted in social media with hashtags, it gained higher accessibility, more attention, more views and the interactions between the presenters and the audiences generated more themes. No significant difference was found between groups in students’ self-reported learning experience on exchanging ideas, learning from various sources and engaging in their own learning. The application of hashtags allowed more time and more viewers to give feedback to the students.
{"title":"The Power of Hashtags in Online Presentation Promotes Interactivity and Globalization in Students’ Learning","authors":"L. Chung","doi":"10.1177/00472395221087613","DOIUrl":"https://doi.org/10.1177/00472395221087613","url":null,"abstract":"Online presentation is emerging when classroom presentation is not possible. This study was to compare students’ interactivity between the asynchronized online presentations with hashtags and the synchronized classroom presentations. This was a secondary analysis with seven courses conducted between 2016 and 2020. Students’ interactivity in group presentations was evaluated from the videos recorded in classrooms and the posts on social media. Three and four courses in the classroom mode and online mode, respectively were included. Students’ presentations if posted in social media with hashtags, it gained higher accessibility, more attention, more views and the interactions between the presenters and the audiences generated more themes. No significant difference was found between groups in students’ self-reported learning experience on exchanging ideas, learning from various sources and engaging in their own learning. The application of hashtags allowed more time and more viewers to give feedback to the students.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128110386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/00472395221110567
Christine Wusylko, Shelby Boehm, K. Dawson, Angela M. Kohnen
The information literacy practices of adolescents on social media outside of school are worth considering, since adolescents use social media near ubiquitously and must grapple with all types of content they encounter incidentally or intentionally. This scoping review followed the PRISMA Extension for Scoping Reviews (PRISMA-ScR) to examine the extent and nature of scholarship on this topic from the perspective of educational technology and literacy scholarship, as both fields are uniquely poised to collaborate on this interdisciplinary topic. Surprisingly, only four articles fit the scope of our review. The literature found, and not found, revealed several themes. These themes were the imprecise use of keywords across scholarship, use of social media for community support, exposure to incidental information, evidence for different literacy practices on social media, and the need for addressing social media information literacy in school. Opportunities for future work and collaborative research between both fields is also discussed.
{"title":"Adolescent Social Media Information Literacy Outside of School: A Scoping Review of the Literacy and Educational Technology Literature","authors":"Christine Wusylko, Shelby Boehm, K. Dawson, Angela M. Kohnen","doi":"10.1177/00472395221110567","DOIUrl":"https://doi.org/10.1177/00472395221110567","url":null,"abstract":"The information literacy practices of adolescents on social media outside of school are worth considering, since adolescents use social media near ubiquitously and must grapple with all types of content they encounter incidentally or intentionally. This scoping review followed the PRISMA Extension for Scoping Reviews (PRISMA-ScR) to examine the extent and nature of scholarship on this topic from the perspective of educational technology and literacy scholarship, as both fields are uniquely poised to collaborate on this interdisciplinary topic. Surprisingly, only four articles fit the scope of our review. The literature found, and not found, revealed several themes. These themes were the imprecise use of keywords across scholarship, use of social media for community support, exposure to incidental information, evidence for different literacy practices on social media, and the need for addressing social media information literacy in school. Opportunities for future work and collaborative research between both fields is also discussed.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115626531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/00472395221095169
Jitendra Singh, Lovely Singh, B. Matthees
The COVID-19 pandemic has allowed instructors, academicians, and administrators working at institutions of higher education to re-evaluate and re-envision teaching and learning processes. While literature surrounding issues associated with transition to online learning and students’ satisfaction with online courses has started to emerge, there is paucity of work that addresses the gap in research—importance of faculty presence in online classes and how to build strong presence to create meaningful learning experiences for students especially as we continue to adapt to new normal and prepare for post-COVID world. With the primary focus on faculty presence in online classes, this article provides a comprehensive analysis of the effect of the pandemic on teaching and learning and how it influenced academic institutions worldwide. The importance of social, cognitive and teaching presence in online learning and how instructors can work towards building presence in online classes have been presented. The community of inquiry (COI) framework and how instructors can integrate this framework to build faculty presence in online classes has been described. Furthermore, research/evidence-based tips to engage learners and provide optimal learning experiences is presented. These findings may help faculty in applying COI to teaching and learning practices in the post-COVID educational world. This work is of value to faculty, administrators, and instructional designers who are preparing to teach and facilitate academic processes during the pandemic, post-vaccine stage and in the post-pandemic world.
{"title":"Establishing Social, Cognitive, and Teaching Presence in Online Learning—A Panacea in COVID-19 Pandemic, Post Vaccine and Post Pandemic Times","authors":"Jitendra Singh, Lovely Singh, B. Matthees","doi":"10.1177/00472395221095169","DOIUrl":"https://doi.org/10.1177/00472395221095169","url":null,"abstract":"The COVID-19 pandemic has allowed instructors, academicians, and administrators working at institutions of higher education to re-evaluate and re-envision teaching and learning processes. While literature surrounding issues associated with transition to online learning and students’ satisfaction with online courses has started to emerge, there is paucity of work that addresses the gap in research—importance of faculty presence in online classes and how to build strong presence to create meaningful learning experiences for students especially as we continue to adapt to new normal and prepare for post-COVID world. With the primary focus on faculty presence in online classes, this article provides a comprehensive analysis of the effect of the pandemic on teaching and learning and how it influenced academic institutions worldwide. The importance of social, cognitive and teaching presence in online learning and how instructors can work towards building presence in online classes have been presented. The community of inquiry (COI) framework and how instructors can integrate this framework to build faculty presence in online classes has been described. Furthermore, research/evidence-based tips to engage learners and provide optimal learning experiences is presented. These findings may help faculty in applying COI to teaching and learning practices in the post-COVID educational world. This work is of value to faculty, administrators, and instructional designers who are preparing to teach and facilitate academic processes during the pandemic, post-vaccine stage and in the post-pandemic world.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125754847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/00472395221116257
T. Liao
In the past two years, most K-12 and higher education systems have had to transition from F2F instructional systems to online learning systems. This paradigm shift required both instructional designers and teachers to design and test new online systems and attend professional development programs to learn how to use the new systems. The first three papers of this issue of the journal deal with three of the challenges that made this transition difficult and challenging. We also conclude this issue of JETS with a book review entitled: “Online Learning: The Student Experience “. This research-based book also provides many thoughtful and insightful suggestions for enhancing the paradigm shift. In the lead paper, the authors report on the research that explored the experiences of instructional designers [IDs] and faculty who field tested the new online learning models. The authors characterized the IDs and faculty as first responders of the pandemic crisis who developed new models and approaches for distance learning as a replacement for pre-pandemic F2F learning environments. Four research questions are explored. However, the fourth question: What are the future implications to teaching and learning arising from the pandemic crisis? is the most significant one. The next two papers deal with two other concerns of the transition from F2F to online instruction. The second paper focuses on the need to provide online systems with teaching presence that is normally provide in F2F classrooms. Certainly, future post pandemic learning systems can provide teaching presence via blended systems. The paper also explores how social and cognitive presence can be integrated into online systems. The third paper focuses on the design and student use of teacher feedback. This study dealt with the how the technology-mediated systems are affecting the feedback process. The research data showed that only a limited number of students viewed and responded to the feedback. The study also explored the reasons for lack of usage of the feedback and ways of ameliorating the problem. The next paper explores the following research questions that relate to the use and benefits of storytelling in online learning systems:
{"title":"Editorial Overview","authors":"T. Liao","doi":"10.1177/00472395221116257","DOIUrl":"https://doi.org/10.1177/00472395221116257","url":null,"abstract":"In the past two years, most K-12 and higher education systems have had to transition from F2F instructional systems to online learning systems. This paradigm shift required both instructional designers and teachers to design and test new online systems and attend professional development programs to learn how to use the new systems. The first three papers of this issue of the journal deal with three of the challenges that made this transition difficult and challenging. We also conclude this issue of JETS with a book review entitled: “Online Learning: The Student Experience “. This research-based book also provides many thoughtful and insightful suggestions for enhancing the paradigm shift. In the lead paper, the authors report on the research that explored the experiences of instructional designers [IDs] and faculty who field tested the new online learning models. The authors characterized the IDs and faculty as first responders of the pandemic crisis who developed new models and approaches for distance learning as a replacement for pre-pandemic F2F learning environments. Four research questions are explored. However, the fourth question: What are the future implications to teaching and learning arising from the pandemic crisis? is the most significant one. The next two papers deal with two other concerns of the transition from F2F to online instruction. The second paper focuses on the need to provide online systems with teaching presence that is normally provide in F2F classrooms. Certainly, future post pandemic learning systems can provide teaching presence via blended systems. The paper also explores how social and cognitive presence can be integrated into online systems. The third paper focuses on the design and student use of teacher feedback. This study dealt with the how the technology-mediated systems are affecting the feedback process. The research data showed that only a limited number of students viewed and responded to the feedback. The study also explored the reasons for lack of usage of the feedback and ways of ameliorating the problem. The next paper explores the following research questions that relate to the use and benefits of storytelling in online learning systems:","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"24 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121014493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/00472395221112599
Maria Shahid, Mohd. Rizwan Khan
Storytelling has been a part of our lives ever since humans made the first attempt to communicate with their fellow beings. In ancient times, before oral storytelling even appeared, humans drew pictures and symbols to communicate their stories. As a universal language which everyone can understand, stories have been passed on from generations to generations as a way to share feelings, wisdom, and values. Now in this digital age, the traditional art of storytelling has found its modern reincarnated version in the form of digital stories. Storytelling is an art to be honed; and when combined with multimedia, including audio, video, and graphics, it transforms the experience in ways never before imagined. The paper attempts to explore what is new in digital stories and how it can be used in educational settings. Through an exploration of the pedagogic potential of digital stories, the paper, in addition, seeks to initiate constructive dialogue regarding its implementation in classroom activities and beyond.
{"title":"Use of Digital Storytelling in Classrooms and Beyond","authors":"Maria Shahid, Mohd. Rizwan Khan","doi":"10.1177/00472395221112599","DOIUrl":"https://doi.org/10.1177/00472395221112599","url":null,"abstract":"Storytelling has been a part of our lives ever since humans made the first attempt to communicate with their fellow beings. In ancient times, before oral storytelling even appeared, humans drew pictures and symbols to communicate their stories. As a universal language which everyone can understand, stories have been passed on from generations to generations as a way to share feelings, wisdom, and values. Now in this digital age, the traditional art of storytelling has found its modern reincarnated version in the form of digital stories. Storytelling is an art to be honed; and when combined with multimedia, including audio, video, and graphics, it transforms the experience in ways never before imagined. The paper attempts to explore what is new in digital stories and how it can be used in educational settings. Through an exploration of the pedagogic potential of digital stories, the paper, in addition, seeks to initiate constructive dialogue regarding its implementation in classroom activities and beyond.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129157365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/00472395221105901
Patrick O. Mose
Teaching and learning globally has experienced a disruptive shift because of the Novel Coronavirus (COVID-19) pandemic. Many colleges and universities now encounter challenges of continuing to teach face-to-face amidst the health emergency. As a result, institutions have sought innovative means to maintain teaching and learning. Universities in the United States and across the world have made unexpected and abrupt switch to distance learning. While we acknowledge this reality, the future of learning after the pandemic still appears to be uncertain. Many students and teachers are unfamiliar navigating themselves in the emergent learning environment. Often, in a time of crisis like a pandemic, instructional designers (IDs) are the front-line of defense to providing pragmatic solutions. IDs are expected to provide creative and innovative remedies to transform teaching and learning while averting crisis. This study investigates the experiences of instructional designers, and faculty undergoing this transformative change. The strategies and experiences of implementing emergency remote teaching and working are discussed with the aim of informing stakeholders how the pandemic impacted positively to teaching and learning using emergent technology.
{"title":"Instructional Design in a Time of Crisis: Experiences of Instructional Designers and Faculty as ‘First Responders’","authors":"Patrick O. Mose","doi":"10.1177/00472395221105901","DOIUrl":"https://doi.org/10.1177/00472395221105901","url":null,"abstract":"Teaching and learning globally has experienced a disruptive shift because of the Novel Coronavirus (COVID-19) pandemic. Many colleges and universities now encounter challenges of continuing to teach face-to-face amidst the health emergency. As a result, institutions have sought innovative means to maintain teaching and learning. Universities in the United States and across the world have made unexpected and abrupt switch to distance learning. While we acknowledge this reality, the future of learning after the pandemic still appears to be uncertain. Many students and teachers are unfamiliar navigating themselves in the emergent learning environment. Often, in a time of crisis like a pandemic, instructional designers (IDs) are the front-line of defense to providing pragmatic solutions. IDs are expected to provide creative and innovative remedies to transform teaching and learning while averting crisis. This study investigates the experiences of instructional designers, and faculty undergoing this transformative change. The strategies and experiences of implementing emergency remote teaching and working are discussed with the aim of informing stakeholders how the pandemic impacted positively to teaching and learning using emergent technology.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"366 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115446339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/00472395221107835
Dave Woods
Providing feedback on student work is a key part of the teaching process. Ideally, students use the provided feedback to learn and improve future work. In the age of technology-mediated learning, it is essential to study how technology affects the feedback process. This work uses data captured by a Learning Management System (LMS) to measure whether students view the feedback provided by an instructor. Unfortunately, the data show that only a limited number of students actually viewed the provided feedback. A technology-focused review of the feedback process is used to identify how technology may contribute to students’ limited use of feedback. Suggestions are offered for how instructors, pedagogy researchers, and developers of technology used in learning can collaborate to ensure that technology supports the best pedagogical practices identified by research and also provides the tools and data needed to support ongoing pedagogical research.
{"title":"Students Viewing of Feedback: An Exploration of Technology-Mediated Learning","authors":"Dave Woods","doi":"10.1177/00472395221107835","DOIUrl":"https://doi.org/10.1177/00472395221107835","url":null,"abstract":"Providing feedback on student work is a key part of the teaching process. Ideally, students use the provided feedback to learn and improve future work. In the age of technology-mediated learning, it is essential to study how technology affects the feedback process. This work uses data captured by a Learning Management System (LMS) to measure whether students view the feedback provided by an instructor. Unfortunately, the data show that only a limited number of students actually viewed the provided feedback. A technology-focused review of the feedback process is used to identify how technology may contribute to students’ limited use of feedback. Suggestions are offered for how instructors, pedagogy researchers, and developers of technology used in learning can collaborate to ensure that technology supports the best pedagogical practices identified by research and also provides the tools and data needed to support ongoing pedagogical research.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116200881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/00472395221090485
Gyaneshwari Longjam
With all other responsibilities like work from home and house hold chores, assisting the children with online classes and other related things like online tests and exams, online learning activities, homework etc. has made the life of parents very difficult. Thus, the present research has focused on assessing the stress and anxiety level of parents owing to online classes of their children. The study used quantitative analysis conducted on primary data collected via quantitative questionnaire. The study found parents to experience mild to moderate level of anxiety wherein most of the respondent parents in the study stated that they feel anxious “a large part of their time”. When it comes to stress, the parents stated that they feel stressed sometimes owing to online classes of their children. This study can be used by policy makers of the corporate houses to update their policies of work life balance for working parents. Further, this study can also be used by education department of the country to assess and accordingly formulate the syllabus, in a pandemic like situation, in such away that both parents and teachers have equal role to play.
{"title":"Impact of Online Classes on Parents: Case of Parents of Primary Class Students","authors":"Gyaneshwari Longjam","doi":"10.1177/00472395221090485","DOIUrl":"https://doi.org/10.1177/00472395221090485","url":null,"abstract":"With all other responsibilities like work from home and house hold chores, assisting the children with online classes and other related things like online tests and exams, online learning activities, homework etc. has made the life of parents very difficult. Thus, the present research has focused on assessing the stress and anxiety level of parents owing to online classes of their children. The study used quantitative analysis conducted on primary data collected via quantitative questionnaire. The study found parents to experience mild to moderate level of anxiety wherein most of the respondent parents in the study stated that they feel anxious “a large part of their time”. When it comes to stress, the parents stated that they feel stressed sometimes owing to online classes of their children. This study can be used by policy makers of the corporate houses to update their policies of work life balance for working parents. Further, this study can also be used by education department of the country to assess and accordingly formulate the syllabus, in a pandemic like situation, in such away that both parents and teachers have equal role to play.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134129893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-28DOI: 10.1177/00472395221083245
Savita Yadav, P. Chakraborty, L. Meena, Deepanshu Yadav
Children now use digital devices for learning and leisure activities. The study assessed children's ability to read from computers, smartphones and printed sheets. We provided 60 children aged seven to ten years with reading material and recorded the time taken by them to complete reading and their navigation pattern and eye movements using software developed by us. There was no significant difference in the time taken to complete reading and the ability to recall the content when the children read from the three mediums (P > .05). The average eye fixation duration was however significantly higher when the children read from a smartphone (P < .05). Children aged nine and ten years used hyperlinks more often while reading from a smartphone than a computer (P < .05). We concluded that children can read fluently from all the three mediums by the age of seven years, and navigate hypertext effectively on smartphones by nine years of age.
{"title":"Children’s Ability to Read from Computers and Smartphones","authors":"Savita Yadav, P. Chakraborty, L. Meena, Deepanshu Yadav","doi":"10.1177/00472395221083245","DOIUrl":"https://doi.org/10.1177/00472395221083245","url":null,"abstract":"Children now use digital devices for learning and leisure activities. The study assessed children's ability to read from computers, smartphones and printed sheets. We provided 60 children aged seven to ten years with reading material and recorded the time taken by them to complete reading and their navigation pattern and eye movements using software developed by us. There was no significant difference in the time taken to complete reading and the ability to recall the content when the children read from the three mediums (P > .05). The average eye fixation duration was however significantly higher when the children read from a smartphone (P < .05). Children aged nine and ten years used hyperlinks more often while reading from a smartphone than a computer (P < .05). We concluded that children can read fluently from all the three mediums by the age of seven years, and navigate hypertext effectively on smartphones by nine years of age.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125746811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-11DOI: 10.1177/00472395221077628
Luke LeFebvre, Meghan Parsons, Charlotte Entwistle, Ryan L. Boyd, M. Allen
This analysis investigates two differential PowerPoint slide designs—presentation and teleprompter—for multimedia learning. Eye tracking measures assessed differences in fixations. Participants demonstrated greater fixation counts for teleprompter slides, measures of aesthetic liking evidenced that slides incorporating imagery resulted in more pleasurable learning experiences, and visually-based slides influenced more reflective learning and greater activation of information processing. The results offer practical advice for instructors wishing to increase the slide design effectiveness for improved multimedia learning.
{"title":"Rethinking PowerPoint Slide Design for Multimedia Learning","authors":"Luke LeFebvre, Meghan Parsons, Charlotte Entwistle, Ryan L. Boyd, M. Allen","doi":"10.1177/00472395221077628","DOIUrl":"https://doi.org/10.1177/00472395221077628","url":null,"abstract":"This analysis investigates two differential PowerPoint slide designs—presentation and teleprompter—for multimedia learning. Eye tracking measures assessed differences in fixations. Participants demonstrated greater fixation counts for teleprompter slides, measures of aesthetic liking evidenced that slides incorporating imagery resulted in more pleasurable learning experiences, and visually-based slides influenced more reflective learning and greater activation of information processing. The results offer practical advice for instructors wishing to increase the slide design effectiveness for improved multimedia learning.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115579596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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