Using Multimedia in Education

Done by: Fatema AL-Hajri …ID:89037

Abir Almuqrashi …ID:89407

Sheihka ALRashdi...ID:90604

Sultan Qaboos UniversityCollage of Education

Department of Instructional and learning TechnologiesTECH4242

Studies about:

The Titles of studies

1. Effects of computer aided concept cartoons on learning outcomes

2. The impact of using multimedia on students’academic achievement in the College of Education at King Saud University

3. Effect of Instructor-Personalized Multimedia in the Online Classroom

Effects of computer aided concept cartoons on learning outcomes

Study of:

Present by: Fatema AL-Hajri …ID:89037

Outline

1. Problem statement2. The Aim of the Research3. Method4. instruments5. Findings6. Conclusion

1- Problem statement

“The effects of the computer aided concept cartoons on learning outcomes in science and

technology education”

Critique

1. It appears in the first page and it’s clear. (5/5).

2. It is workable within the limit of the resources and time.(Can be don)

3. It has enough variables to be controlled or measures. (So, what…what’s the importance)

Cont4. it’s in the area of interest of the researchers.(To the

researchers)

5. It’s has a theoretical value because it covers a gab in the literature. (Dose it fill the gaps in knowledge)

6. It has also a practical value in enhancing the learning and teaching processes.( 5/5);;;(Will finding affect anyone)

The Aim of the Research

The aim of the research is to determine the effects of using concept cartoons on students’ science achievements and misconceptions about nutrition and food chains.

MethodHe used the both methods the descriptive and experimental

These methods are suitable for this research study because it based on students achievement.

So, it is qualitative and quantitative study.

1.Design :This study is based both exploratory and explanatory design.

2.Sample

Study Sample

Experimental group

Control group

39 4th grade students

19

20

3.Procedures:

1. Cartoons were prepared for reflecting students’ misconceptions and also were animated and voiced by using computer animations.

2. Elementary grade class teachers gave lessons for both experiment and control groups.

3. Researchers observed the process, and done interviews before and after the application.

4. In experimental group concept cartoons were used for revealing students ideas before they start learning activities.

1. (Pre-tests and post-tests):were applied for both groups.

2. Interviews: about concepts to determine students’ misconceptions are done by researchers.

3. Pilot test :was applied for 390 elementary students.

4. Open-ended question :was analyzed under six different categories.

4.Instruments

Cont1. Quantitative data obtained from tests was analyzed by

using SPSS 15.0 program. Also, ANOVA for repeated measures is applied to both groups

2. Qualitative data obtained from interviews, and observations are analyzed by context analysis.

Variables Independent Variables: Using computer aided concept

cartoons in teaching science VS Not using them.

Dependent Variables: Learning outcomes and learning misconceptions

Control Variables: Age and subject {4th grade- science and technology class }

Findings

“As a result of the study it is interpreted that concept cartoons based learning atmosphere affected students’ achievement positively.”

Conclusion

concept cartoons :1. Help in elicitation of student misconceptions in a short

time.

2. Provide opportunity for students’ discussion about the causes of these misconceptions.

3. Create an environment where all students participate during class discussions, activate them to support their ideas, and consequently.

4. Remedy their misconceptions. Both the findings of achievement test scores and student-interviews show that this study is compatible with the aims in the literature.”

CritiqueAdvantages:1. Clear of problem statement and good sequence of the study.

2. Sample was determined randomly.

3. Different types of instruments are used to collect data .

4. SPSS 15.0 program was used as statistical analysis.

5. ANOVA for Repeated Measures Results of Science Achievement Test Scores .

6. Briefly describe the finding of the study.

Limitation:1. The literature that used in the study is more than five years old.

2. The hypothesis weren’t mentioned. Or it was no clear state

Özyılmaz-Akamca, G., Ellez, A. M. and Hamurcu, H. (2009). Effects of computer aided concept cartoons on learning outcomes. Procedia - Social and Behavioral Sciences, 1,1, 296-301

References

Study of

“The impact of using multimedia on students’ academic achievement in the College of Education at King Saud University” Done by : Sara Aloraini

Present by : Abir Almuqrashi …ID:89407

Study objective

The study aims to find out the impact of using multimedia on students’ academic achievement in the College of Education at King Saud University.

Study ProblemWhat is the impact of using multimedia in teaching ‘‘computer & its uses in education’’ curriculum on the female students’ academic achievement?

Methodology of the study

Method:The researcher used the experimental method in this study.

The Sample:The sample was randomly taken from the study community(400 female students in college of education). The researchers take 40 students and divided them into control group and experimental group each group had 20 students.

Tools:1. The researchers designed a presentation program which

uses multimedia included sound, images and video clips.

2. pre and post academic achievement test.

Control group

Experimental group

Procedure

20 20

Pre-Test

No Differences

Control group

Experimental group

Procedure

20 20

Post-Test

Differences in achievement

Given a lecture on ‘‘Communication and Network’’ through a computer representation program which uses multimedia.

Given the same lecture through using the traditionalways of teaching (teacher, lecture, discussion)

Study variables The independent variable:Using multimedia in teaching the ‘‘computer & its use in education’’ curriculum to the experimental group.

The dependent variables: students’ academic achievement.

The variables controlled before the experiment: The female students level (level four). The previous academic achievement depending on the students’ marks. The teaching location used. The teacher.

The Conclusion

The results of this study proved that using multimedia in education is an effective means of reaching a better learning.

Critic of the study

1.Problem Statement:

Workability:It is workable within the limit of the resources and time.

theoretical valueIt’s has a theoretical value because it covers a gab in the literature.

practical value It has also a practical value in enhancing the learning and teaching processes.

variablesIt has enough variables to be controlled or measures.

ReferencesAloraini, S.  2012.  The impact of using achievement on students academic achievement in the College of Education at King Saud University’. Journal of King Saud University – Languages and Translation. (24):75–82.

Effect of Instructor-Personalized Multimedia in

the Online Classroom

Study of:

Done by: B. Jean Mandernach

Present by :Sheihka ALRashdi...ID:90604

The study purpose :

Is to examine the impact of instructor-personalized multimedia supplements on student engagement in an introductory, college-level online course.

The sample

Study includes:• Four sections of an

introductory-level general psychology course

• All sections are taught completely in an online format using the Blackboard course management system.

Sample

video, audio PowerPoint plus

video PowerPoint

video plus audio PowerPoint

VideoControl

20

18

29 25

Study variables The independent variable:Using instructor-personalized multimedia supplements (video, audio power point, video power point) in an introductory, college-level online course.

The dependent variables: Students’ engagement.

Tools

1. The Student Course Engagement Questionnaire.

2. A cumulative final exam, and3. Final course grades.

Methodology

Procedure The study compares student engagement and learning outcomes between four quasi-experimental course conditions:• control (no instructor-personalized multimedia),• video (brief weekly videos of the instructor), • video plus audio PowerPoint (weekly videos and

PowerPoint that is narrated by the instructor), and

• video, audio PowerPoint plus video PowerPoint (weekly videos and narrated Power Points along with a PowerPoint that is video narrated).

Con..To ensure that students were aware of the instructor-personalized multimedia components, these pieces were highlighted in the course announcement area of the course.

ConclusionA comparison of student engagement between courses that feature increasing numbers of instructor-personalized multimedia components reveals conflicting evidence. While:• qualitative student feedback indicates

enhanced engagement as a function of instructor-generated multimedia supplements,

• quantitative data reports no significant differences in engagement or learning between the various levels of multimedia inclusion.

Critic of the studySample:

The present study may lack adequate sample size to effectively analyze potential differences.

It was not randomly selected.

Con..

Tools : The questionnaire that was used may be doesn’t appropriate to use with online course, because it was designed for traditional environment and was modified to use in this study.

Validity:

There are many subjective factors that impact the value and effectiveness of instructor-generated material.

Con..Problem:• Stated clearly and unambiguously • Stated in a form of an implicit question• It testable by empirical methods • It was not represent a moral or ethical

position.2.The problem appears in the first page of the study.

Con..

3.Main criteria of choosing problem:• Workability: (3)

It is workability in some extensions where it can be applied within the limited time and resources.• Theoretical value: (3)

This research can fill some of the gab in the literature that focus on this area.

Con..

Practical value: (3)

It enhance teaching and learning process.

Interest:

The researcher was interested with the research area.

ReferencesB. Jean Mandernach. Effect of Instructor-Personalized Multimedia in the Online Classroom, International Review of Research in Open and Distance Learning June 2009;10(3): 1492-3831

The Relationship between Three Studies

The three studies have same result which found that the multimedia affected students’ achievement positively.