Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content
By Timothy J Stelzer, G. Gladding, Jose P. Mestre, D. Brookes. 2008
141 citations recorded by the source corpus.
We compared the efficacy of multimedia learning modules with traditional textbooks for the first few topics of a calculus-based introductory electricity and magnetism course. Students were randomly assigned to three groups. One group received the multimedia learning module presentations, and the other two received the presentations via written text. All students were then tested on their learning immediately following the presentations as well as 2weeks later. The students receiving the multimedia learning modules performed significantly better on both tests than the students experiencing the text-based presentations.
Subfields: Education, Experimental and Cognitive Psychology, Statistical and Nonlinear Physics
View Paper: https://www.semanticscholar.org/paper/3fa1e790ac0dc7402e94f1c62185bc2b60425f50
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In Education
In Experimental and Cognitive Psychology
In Statistical and Nonlinear Physics
Citations in the corpus
- Synthesis of Discipline-Based Education Research in Physics. (2014, background): “Students who viewed MLMs performed better on assessments of basic content administered both immediately after viewing the MLMs as well as two weeks later compared to students who read the same material in a static text format [217,218], and MLM viewers also performed better on before-lecture assessm”
- Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “As one example, Multimedia Learning Modules have been associated with improved course performance in physics (Stelzer et al., 2009).”
- An Exploratory Analysis of Textbook Usage and Study Habits: Misperceptions and Barriers to Success (2010, background): “For each class, the professor emailed the students the survey link and participation in the survey was voluntary and anonymous. A combined total of 267 useable surveys were received, out of which three surveys were eliminated due to incomplete responses, leaving 264 responses and an effective respon”