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The effectiveness of multimedia tech...

University of Kentucky.

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The effectiveness of multimedia technology aids in transferring business knowledge.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effectiveness of multimedia technology aids in transferring business knowledge./
Author:	Li, Pengtao.
Description:	109 p.
Notes:	Adviser: Radhika Santhanam.
Contained By:	Dissertation Abstracts International68-04A.
Subject:	Education, Business. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3259147

The effectiveness of multimedia technology aids in transferring business knowledge.
Li, Pengtao.

The effectiveness of multimedia technology aids in transferring business knowledge. - 109 p.

Adviser: Radhika Santhanam.

Thesis (Ph.D.)--University of Kentucky, 2006.

In a knowledge economy, corporations find it very important to have an educated workforce. To meet this demand, a primary goal of higher education is to effectively transfer knowledge to students. In order to improve teaching performance, multimedia technologies are being used increasingly to aid teaching. While the potential of multimedia for improving learning outcomes is obvious, not much research has investigated this issue systematically, especially for business-knowledge transfer settings. Thus, research is needed to deepen the understanding of the effectiveness of multimedia-aided teaching, especially for business-knowledge transfer.Subjects--Topical Terms:

1017515
Education, Business.

The effectiveness of multimedia technology aids in transferring business knowledge.
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035 $a (UMI)AAI3259147
035 $a AAI3259147
040 $a UMI $c UMI
100 1 $a Li, Pengtao. $3 1028181
245 1 4 $a The effectiveness of multimedia technology aids in transferring business knowledge.
300 $a 109 p.
500 $a Adviser: Radhika Santhanam.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1287.
502 $a Thesis (Ph.D.)--University of Kentucky, 2006.
520 $a In a knowledge economy, corporations find it very important to have an educated workforce. To meet this demand, a primary goal of higher education is to effectively transfer knowledge to students. In order to improve teaching performance, multimedia technologies are being used increasingly to aid teaching. While the potential of multimedia for improving learning outcomes is obvious, not much research has investigated this issue systematically, especially for business-knowledge transfer settings. Thus, research is needed to deepen the understanding of the effectiveness of multimedia-aided teaching, especially for business-knowledge transfer.
520 $a The objective of this dissertation research is to conduct a series of experiments and investigate in what situation and to what extent multimedia-aided teaching enhances the transfer of business knowledge. Using dual-coding theory, research on human attention-seeking behavior, and cognitive-fit theory, this study develops a research framework and establishes hypotheses to systematically test the effects of multimedia instruction on learning outcomes. In this study, multimedia is stratified into three levels: level-1: pure-text (no multimedia); level-2: text + graph (low level multimedia); level-3: text + graph + animation (high level multimedia).
520 $a A pilot study was conducted in summer 2004, and then two actual experiments were done in spring and fall of 2005. The subjects of this experimental study were business school students. Data analysis results indicate that the use of high-level multimedia leads to improved learning outcomes compared with the use of no multimedia. So dual-coding theory and attention-related findings are supported in this situation. Also supported by data analysis is that multimedia instruction is more effective in improving learning performance for quantitative-modeling learning tasks than for business conceptual-knowledge learning tasks. Thus cognitive-fit theory is supported in the business-knowledge teaching field. The findings are unique because they are based on three theories that have not been used in the business-knowledge teaching context, and it is uncommon that individual differences (e.g., graph preference) are used as control variables. This research also offers an empirical base for better considering multimedia instruction design.
590 $a School code: 0102.
650 4 $a Education, Business. $3 1017515
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Technology of. $3 1018012
690 $a 0688
690 $a 0710
690 $a 0745
710 2 $a University of Kentucky. $3 1017485
773 0 $t Dissertation Abstracts International $g 68-04A.
790 $a 0102
790 1 0 $a Santhanam, Radhika, $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3259147