東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Integrated Multimedia Design for Language Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Integrated Multimedia Design for Language Learners./
作者:	Mamiya Hernandez, Rachel.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	209 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27993525
ISBN:	9798662433991

Integrated Multimedia Design for Language Learners.
Mamiya Hernandez, Rachel.

Integrated Multimedia Design for Language Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 209 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ph.D.)--University of Hawai'i at Manoa, 2020.

This item must not be sold to any third party vendors.

As both online and blended language courses grow in popularity (Anderson, 2018; Arrosagaray, González-Peiteado, Pino-Juste & Rodríguez-López, 2019; Meskill & Anthony, 2015) and as face-to-face language courses increasingly rely on technology (Kessler, 2018; Li and Swanson, 2014; Sykes, 2014), understanding how students learn best in multimedia environments becomes essential. Hastings and Tracey (2005) underscore the need for us to move away from simplistic views on media versus methods and towards deeper inquiry on how media and methods align to optimize learning. Similarly, Yang, Wang and Chiu (2014) push us to look beyond the media versus methods debate, to more carefully examine the confluence of the two, and most importantly, to consider the active role of the learner in the learning process. Building on such considerations, this study combines evidence-based principles from cognitive psychology and second language acquisition in an integrated manner to inform learning design. This dissertation addressed such questions, presenting an integrated multimedia language learning design framework based on Mayer's Cognitive Theory of Multimedia Learning (2005, 2014) and VanPatten's Processing Instruction (1993, 2004) and outlining a mixed-methods study that examines its effectiveness. In particular, it explored how pictorial enhancements in multimedia environments aid Spanish language learners' processing. Participants (N = 89) were randomly assigned to one of three groups: a group that received a lesson designed using the integrated Cognitive Theory of Multimedia Learning (CTML) with Processing Instruction (PI) framework, a group that received a Processing Instruction designed lesson, and a control group. Both experimental groups significantly outperformed the control group on posttest and delayed posttest measures; however, no significant difference was found between the two experimental groups. Additionally, no significant differences were found between groups in their perceived cognitive load. In the second phase of research, qualitative interviews helped contextualize participants' attitudes and illuminate learner experiences. Overall, participants had positive feelings regarding the learning environment and highlighted their preference for visual support and learner control of pacing. Further, several participants also shared how they became aware of their errors and redirected their processing strategies.

ISBN: 9798662433991Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Cognitive Theory of Multimedia Learning

Integrated Multimedia Design for Language Learners.
LDR:03643nmm a2200373 4500 001 2343121
005 20220502104138.5
008 241004s2020 ||||||||||||||||| ||eng d
020 $a 9798662433991
035 $a (MiAaPQ)AAI27993525
035 $a AAI27993525
040 $a MiAaPQ $c MiAaPQ
100 1 $a Mamiya Hernandez, Rachel. $3 3681580
245 1 0 $a Integrated Multimedia Design for Language Learners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 209 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Menchaca, Michael.
502 $a Thesis (Ph.D.)--University of Hawai'i at Manoa, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a As both online and blended language courses grow in popularity (Anderson, 2018; Arrosagaray, González-Peiteado, Pino-Juste & Rodríguez-López, 2019; Meskill & Anthony, 2015) and as face-to-face language courses increasingly rely on technology (Kessler, 2018; Li and Swanson, 2014; Sykes, 2014), understanding how students learn best in multimedia environments becomes essential. Hastings and Tracey (2005) underscore the need for us to move away from simplistic views on media versus methods and towards deeper inquiry on how media and methods align to optimize learning. Similarly, Yang, Wang and Chiu (2014) push us to look beyond the media versus methods debate, to more carefully examine the confluence of the two, and most importantly, to consider the active role of the learner in the learning process. Building on such considerations, this study combines evidence-based principles from cognitive psychology and second language acquisition in an integrated manner to inform learning design. This dissertation addressed such questions, presenting an integrated multimedia language learning design framework based on Mayer's Cognitive Theory of Multimedia Learning (2005, 2014) and VanPatten's Processing Instruction (1993, 2004) and outlining a mixed-methods study that examines its effectiveness. In particular, it explored how pictorial enhancements in multimedia environments aid Spanish language learners' processing. Participants (N = 89) were randomly assigned to one of three groups: a group that received a lesson designed using the integrated Cognitive Theory of Multimedia Learning (CTML) with Processing Instruction (PI) framework, a group that received a Processing Instruction designed lesson, and a control group. Both experimental groups significantly outperformed the control group on posttest and delayed posttest measures; however, no significant difference was found between the two experimental groups. Additionally, no significant differences were found between groups in their perceived cognitive load. In the second phase of research, qualitative interviews helped contextualize participants' attitudes and illuminate learner experiences. Overall, participants had positive feelings regarding the learning environment and highlighted their preference for visual support and learner control of pacing. Further, several participants also shared how they became aware of their errors and redirected their processing strategies.
590 $a School code: 0085.
650 4 $a Instructional design. $3 3172279
650 4 $a Language. $3 643551
653 $a Cognitive Theory of Multimedia Learning
653 $a L2
653 $a Language Learning
653 $a Learning Design
653 $a Multimedia Learning
653 $a Processing Instruction
690 $a 0447
690 $a 0679
710 2 $a University of Hawai'i at Manoa. $b Learning Design and Technology. $3 3345727
773 0 $t Dissertations Abstracts International $g 82-02A.
790 $a 0085
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27993525