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Course, academic year 2022/2023
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Psychological research in multimedia learning - NPED045
Title: Multimediální vzdělávání v pojetí psychologického výzkumu
Guaranteed by: Department of Software and Computer Science Education (32-KSVI)
Faculty: Faculty of Mathematics and Physics
Actual: from 2021
Semester: winter
E-Credits: 3
Hours per week, examination: winter s.:1/1 [hours/week]
Capacity: unlimited
Min. number of students: unlimited
Virtual mobility / capacity: no
State of the course: taught
Language: Czech
Teaching methods: full-time
Additional information: https://dl2.cuni.cz/course/view.php?id=3270
Guarantor: doc. Mgr. Cyril Brom, Ph.D.
Annotation -
Last update: RNDr. Tomáš Holan, Ph.D. (23.04.2018)
This course introduces multimedia learning and how to conduct empirical research in multimedia learning (including illustrated textbooks, animations and educational videos and games). The course will cover research perspectives (how to carry out a multimedia learning research project), empirical perspective (what is already known) and practical perspective (how to use multimedia learning materials at schools). In the school year 2018/19, the course will be taught only in the Czech language.
Course completion requirements -
Last update: doc. Mgr. Cyril Brom, Ph.D. (27.09.2020)

Student napíše jednoduchou grantovou žádost (na A4) týkající se empirického výzkumu v oblasti multimediálního vzdělávání. V rámci toho student vyrobí vlastní intervenci, tj. jednoduchý výukový materiál (například dvě různé verze stránky z učebnice s doprovodnou ilustrací), navrhne design experimentu (např. komparace s mezi-subjektovým designem) a sestaví rozpočet projektu. Za celkovou kvalitu žádosti, včetně rozpočtu a designu experimentu a jejich smysluplnosti, bude student ohodnocen (40%).

Student provede několik review grantových žádostí svých kolegů. Za úroveň provedených review bude student ohodnocen (20%).

Student bude dále hodnocen za aktivitu na online sezeních (40%).

Literature -
Last update: RNDr. Tomáš Holan, Ph.D. (23.04.2018)
Basic
Mares, M. L., & Pan, Z. (2013). Effects of Sesame Street: A meta-analysis of children's learning in 15 countries. Journal of Applied Developmental Psychology, 34(3), 140-151.

Mayer, R. E. (2009). Multimedia Learning (2nd ed.): Cambridge University Press.

Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of educational psychology, 105(2), 249-265.

Expanding
Adams, D. M., Mayer, R. E., MacNamara, A., Koenig, A., & Wainess, R. (2012). Narrative games for learning: Testing the discovery and narrative hypotheses. Journal of educational psychology, 104(1), 235-249.

Belenky, D. M., & Schalk, L. (2014). The effects of idealized and grounded materials on learning, transfer, and interest: An organizing framework for categorizing external knowledge representations. Educational Psychology Review, 26(1), 27-50.

Clark, R. E. (Ed.) (2012). Learning from Media: Arguments, Analysis, and Evidence, Second Edition (2nd. ed.): Information Age Publishing.

Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning a systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122.

Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920: Teachers College Press.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional science, 38(2), 105-134.

DeSmet, A., Van Ryckeghem, D., Compernolle, S., Baranowski, T., Thompson, D., Crombez, G., ... & Vandebosch, H. (2014). A meta-analysis of serious digital games for healthy lifestyle promotion. Preventive medicine, 69, 95-107.

Heidig, S., & Clarebout, G. (2011). Do pedagogical agents make a difference to student motivation and learning? Educational Research Review, 6(1), 27-54.

Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational psychology review, 23(1), 1-19.

Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166-171.

Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education A Meta-Analytic Review. Review of Educational Research, 86(2), 602-640.

Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of Educational Psychology, 106(4), 901-918

Mayer, R. E. (2014). Computer Games for Learning: An Evidence-Based Approach.: The MIT Press.

Mayer, R. E. (Ed.) (2014). The Cambridge Handbook of Multimedia Learning. Cambridge Universitz Press.

Moreno, R. (2005). Instructional technology: Promise and pitfalls. Technology-based education: Bringing researchers and practitioners together (pp. 1-19): Information Age Publishing.

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: a meta-analysis of research findings. Psychological bulletin, 134(2), 270.

Plass, J. L., & Kaplan, U. (2015). Emotional design in digital media for learning Emotions, technology, design, and learning (pp. 131-162): Academic Press.

Rey, G. D. (2012). A review of research and a meta-analysis of the seductive detail effect. Educational Research Review, 7(3), 216-237.

Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational research, 81(1), 4-28.

Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of educational psychology, 101(3), 671.

Young, J. (2017). Technology-enhanced mathematics instruction: A second-order meta-analysis of 30 years of research. Educational Research Review, 22, 19-33.

Syllabus -
Last update: RNDr. Tomáš Holan, Ph.D. (23.04.2018)
Syllabus of the lecture
  • types of multimedia learning materials
  • brief history of educational innovations in the last century
  • theoretical frameworks - cognitive load theory, cognitive theory of multimedia learning, self-determination theory
  • types of multimedia learning experiments; learning outcome variables, affective-motivational variables, process data
  • interpretation of quantitative findings (effect sizes, meta-analyses)
  • principles of design for multimedia learning

Syllabus of the seminar

  • analysis of a video recording of an experiment
  • interpretation of experimental results and meta-analytical syntheses
  • analysis of errors made in published experimental studies
  • creating a model school hour
  • participation in an experiment (as a participant)
  • design of own experiment, including budget and schedule specification
  • writing a letter for ethical committee (seeking approval of a project)

 
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