FROM THE ARCADE TO THE CLASSROOM: CAPITALIZING ON STUDENTS' SENSORY RICH MEDIA PREFERENCES IN DISCIPLINED-BASED LEARNING.
The world of contemporary students is bombarded with noise, color, and action; even their entertainment is interactive and high tech. This new environment has impacted all levels of education; however, discipline-based studies capitalizing on this multimedia rich environment have been limited. Resea...
| Published in: | College Student Journal Vol. 38; no. 3; pp. 431 - 441 |
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| Main Authors: | , , |
| Format: | Article |
| Published: |
Project Innovation Austin LLC
Sep2004
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| Summary: | The world of contemporary students is bombarded with noise, color, and action; even their entertainment is interactive and high tech. This new environment has impacted all levels of education; however, discipline-based studies capitalizing on this multimedia rich environment have been limited. Researchers have claimed that hypermedia as a learning methodology is in its infancy and called for additional study on its efficacy. This study explored if hypermedia can effectively capitalize on this contemporary sensory rich media environment and effectively employ multimedia effects to discipline-based learning. A pre-test, post-test case law study (n = 183) was conducted using a modified hierarchical structure. Findings indicate that significant learning occurred among all class levels of students and for each of the learning styles defined by Kolb's Learning Style Inventory. Student attitudes toward the learning experience were universally positive. Providing some learner control with structure seemed to accommodate the needs of varied learning styles in terms of achievement and interest. |
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