What do students really learn from interactive multimedia? A physics case study
Year: 2004
Type: article
Abstract: Interactive multimedia is promoted as an effective and stimulating medium for learning science, but students do not always interact with multimedia as intended by the designers. We discuss students’ interactions with an interactive multimedia program segment about projectile motion in the context of long jumping. Qualitative data were collected using a video camera and split-screen recorder to record each student’s image, voice, and student–program interactions. Left to themselves, students’ interactions were superficial, but when asked to explain their observations of projectile motion illustrations, they were observed to retain common intuitive conceptions. Only following researcher intervention did students develop an awareness of abstract aspects of the program. These results suggest that, despite interactivity and animated graphics, interactive multimedia may not produce the desired outcome for students learning introductory physics concepts.
Source: American Journal of Physics
DOI: 10.1119/1.1748074
Institution: Curtin University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1969406100