Design of learning objects for concept learning: effects of multimedia learning principles and an instructional approach

• Published in: Interactive learning environments Vol. 24; no. 6; pp. 1355 - 1370
• Main Authors: Chiu, Thomas K.F., Churchill, Daniel
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 17.08.2016; Taylor & Francis Ltd
• Subjects: Algebra; concept learning; Concept Teaching; Control Groups; Delivery Systems; design; Education reform; Educational Principles; Experimental Groups; Foreign Countries; Instructional Effectiveness; Interactive learning; Material Development; mathematics; Mathematics Achievement; Mathematics Skills; Mathematics Tests; Multimedia; Multimedia Instruction; multimedia learning; Multimedia Materials; Pretests Posttests; Principles; Science Process Skills; Secondary School Mathematics; Semi Structured Interviews; Statistical Analysis; Teaching Methods; Teaching Models; Thinking Skills; Hong Kong
• ISSN: 1049-4820; 1744-5191
• DOI: 10.1080/10494820.2015.1006237

Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching techniques - (a) variation theory and (b) representations of subject matter - on the design of learning objects for secondary school algebra concept learning. The results of this study showed that the experimental group performed significantly better than the control group on algebra learning achievement. The results also showed that only the experimental design with the addition of the instructional approach resulted in higher-order mathematical thinking skills and improved procedural skills of the students. Further analysis reveals that concept learning was simplified when multimedia learning principles were applied and the information was presented by the instructional approach.