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Seeing is believing?: rehearsing Mayer's multimedia effects in intelligent tutoring systems

Published: 08 July 2010 Publication History

Abstract

As an early view in my doctoral study, this paper submits a framework for evaluating intelligent tutoring systems (ITSs), embracing well-known pedagogical theories -- Cognitive Theory of Multimedia Learning and Modality Principles. What I have interested in is that these theories have been successfully applied in e-learning systems design and evaluation, but rare is found on ITSs. Hence, the study reported in this article discussed how I have formed this research question on the basis of the founding theories, and what would be accordingly planned during my future study, in the hope that this paper would raise awareness of the HCI researchers in ITS design and evaluation.

References

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Chen, C. M. 2008. Intelligent web-based learning system with personalized learning path guidance. Computers & Education, 51(2), 787--814.
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Mayer, R. 2005. Cognitive Theory of Multimedia Learning In Handbook of Multimedia Learning, R. E. Mayer, Ed. Cambridge University Press.
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Ginns, P. 2005. Meta-analysis of the modality effect. Learning and Instruction, 15(4), 313--331.
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Mayer, R. E. 2005. Introduction to Multimedia Learning. In The Cambridge Handbook of Multimedia Learning, R. E. Mayer, Ed. Cambridge Ubiversity Press.
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Baddeley, A. 1998. Working memory. Comptes Rendus de l'Académie des Sciences - Series III - Sciences de la Vie, 321(2--3), 167--173.
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Wickens, C. D. 2008. Multiple Resources and Mental Workload. Human Factors: The Journal of the Human Factors and Ergonomics Society, 50(3), 449--455.
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Barry, J. G., Hardiman, M. J., Line, E., White, K. B., Yasin, I., and Bishop, D. V. M. 2008. Duration of auditory sensory memory in parents of children with SLI: A mismatch negativity study. Brain and Language, 104(1), 75--88.
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Cowan, N. 2008. What are the differences between long-term, short-term, and working memory? In Progress in Brain Research, W. S. Sossin, J.-C. Lacaille, V. F. Castellucci, and S. Belleville, Ed. Elsevier.
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Izquierdo, I., Medina, J. H., Vianna, M. R. M., Izquierdo, L. A., and Barros, D. M. 1999. Separate mechanisms for short- and long-term memory. Behavioural Brain Research, 103(1), 1--11.
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Dalacosta, K., Kamariotaki-Paparrigopoulou, M., Palyvos, J. A., and Spyrellis, N. 2009. Multimedia application with animated cartoons for teaching science in elementary education. Computers & Education, 52(4), 741--748.
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Moreno, R. 2002. Who Learns Best with Multiple Representations? Cognitive Theory Predictions on Individual Differences in Multimedia Learning. In World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002, P. Barker and S. Rebelsky, Ed. AACE.
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Plass, J. L. and Jones, L. C. 2005. Multimedia Learning in Language Acquisition. In The Cambridge Handbook of Multimedia Learning, R. E. Mayer, Ed. Cambridge Ubiversity Press.
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Wiley, J. and Ash, I. K. 2005. Multimedia Learning of History. In The Cambridge Handbook of Multimedia Learning, R. E. Mayer, Ed. Cambridge Ubiversity Press.
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Lowe, R. K. 2005. Multimedia Learning of Meteorology. In The Cambridge Handbook of Multimedia Learning, R. E. Mayer, Ed. Cambridge Ubiversity Press.
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Schmidt-Weigand, F., Kohnert, A., and Glowalla, U. 2009. A closer look at split visual attention in system-and self-paced instruction in multimedia learning. Learning and Instruction, 20(2), 100--110.
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Low, R. and Sweller, J. 2005. The Modality Principle in Multimedia Learning. In The Cambridge Handbook of Multimedia Learning, R. E. Mayer, Ed. Cambridge University Press.
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Jung, J. W. and Park, I. W. 2004. The effects of information modality and learner's prior knowledge on the achievement of the web-based learning. In World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004, L. Cantoni and C. McLoughlin, Ed. AACE.
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  • (2011)Does a Longer Usage Mean Flow Experience? An Evaluation of Learning Experience with Curriculum Sequencing Systems (CSS)Proceedings of the 2011 Sixth IEEE International Symposium on Electronic Design, Test and Application10.1109/DELTA.2011.12(13-18)Online publication date: 17-Jan-2011

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CHINZ '10: Proceedings of the 11th International Conference of the NZ Chapter of the ACM Special Interest Group on Human-Computer Interaction
July 2010
95 pages
ISBN:9781450301046
DOI:10.1145/1832838
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Published: 08 July 2010

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Author Tags

  1. e-learning
  2. intelligent tutoring systems (ITSs)
  3. modality
  4. multimedia
  5. multimedia effect
  6. types of knowledge

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View all
  • (2011)Does a Longer Usage Mean Flow Experience? An Evaluation of Learning Experience with Curriculum Sequencing Systems (CSS)Proceedings of the 2011 Sixth IEEE International Symposium on Electronic Design, Test and Application10.1109/DELTA.2011.12(13-18)Online publication date: 17-Jan-2011

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