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dc.contributor.authorDousay, Tonia Anne
dc.date.accessioned2014-03-04T21:01:29Z
dc.date.available2014-03-04T21:01:29Z
dc.date.issued2013-05
dc.identifier.otherdousay_tonia_a_201305_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/dousay_tonia_a_201305_phd
dc.identifier.urihttp://hdl.handle.net/10724/28716
dc.description.abstractThis study investigated the potential effects of two design principles as prescribed by the cognitive theory of multimedia learning on the situational interest of adult learners in a multimedia-based continuing education training program. Participants in the study were randomly assigned to one of three training groups designed to follow modality and redundancy design principles: animation-text, animation-narration, and animation-narration-text. A pretest was administered to participants in segments and presented intermittently during the content in an attempt to reduce unintentional effects on interest, and a posttest was administered after participants submitted the self-reporting survey intended to measure situational interest. An ANOVA was used to analyze the differences in situational interest between the groups, and independent t-tests were used to evaluate differences. The results of the study indicated that combinations of animation, narration, and text do influence the situational interest of learners. However, inclusive evidence was found regarding applicability on learners’ achievement gained.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectCognitive theory of multimedia learning, Situational interest, Multimedia, Motivational Design
dc.titleEffect of multimedia design principles on situational interest of adult learners
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorInstructional Technology
dc.description.advisorRobert Branch
dc.description.committeeRobert Branch
dc.description.committeeMichael Orey
dc.description.committeeBonnie Cramond


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