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dc.contributor.authorSankey, Michael
dc.contributor.authorBirch, Dawn
dc.contributor.authorGardiner, Michael W.
dc.date.accessioned2018-12-21T04:04:52Z
dc.date.available2018-12-21T04:04:52Z
dc.date.issued2011
dc.identifier.issn1814-0556en_US
dc.identifier.urihttp://hdl.handle.net/10072/381621
dc.description.abstractThe innovative use of educational technologies provides valuable opportunities for educators to design an enhanced, interactive, more inclusive and engaging curriculum. Key pedagogical motivations for utilising educational technologies include the desire to improve learning performance and student engagement. In particular access to multimedia has provided an opportunity to present multiple representations of key content areas using a combination of text, video, aural and interaction to cater more effectively for different learning styles and modal preferences. This paper presents the findings of an experiment to measure the impact of multiple representations on learning outcomes, including student learning performance and engagement. While in this pilot study multiple representations of content did not lead to a significant improvement in learning performance (although it did improve slightly), students reported very favourably on their use of the multimodal learning elements and perceived that these had assisted comprehension and retention of the material. Implications for educators, limitations of the experimental methodology and directions for future research are also presented.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherUniversity of the West Indiesen_US
dc.relation.ispartofpagefrom18en_US
dc.relation.ispartofpageto35en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalInternational Journal of Education and Development Using Information and Communication Technologyen_US
dc.relation.ispartofvolume7en_US
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classifieden_US
dc.subject.fieldofresearchcode130399en_US
dc.subject.keywordsMultiple representationsen_US
dc.subject.keywordsInteractive multimodalen_US
dc.subject.keywordsMultimediaen_US
dc.subject.keywordsEducational technologyen_US
dc.subject.keywordsLearning stylesen_US
dc.subject.keywordsModal preferencesen_US
dc.subject.keywordsLearning outcomesen_US
dc.subject.keywordsLearning performanceen_US
dc.subject.keywordsEngagementen_US
dc.titleThe impact of multiple representations of content using multimedia on learning outcomes across learning styles and modal preferencesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightCopyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. Original article at: http://ijedict.dec.uwi.edu//viewarticle.php?id=1255en_US
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