October 2006 Volume 9 Number 4

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Our hypothesis 2 states; “Inclusion of videos in a CBT system has no effect on the learner's mastery of the material to be learned.” The results of MANOVA test (Table 3) showed that there was no significant difference between the scores on exams 3 and 4 with and without video (F = 0.56, p = 0.64). This indicates that although availability of video was perceived to be useful in students’ learning processes, it had no effect on their mastery of the material to be learned based on their exam scores. Thus, hypothesis 2 cannot be rejected. Table 4: Pairwise Comparisons of Usefulness of E-Tutor with and without Video Dependent Variable: Usefulness Mean Difference Sig. (p) (I) FACTOR vs. (J) FACTOR (I-J) Group with video in trial 1 vs. group without video in trial 1 2.60 0.00 Group with video in trial 2 vs. group without video in trial 2 test 2.52 0.00 Group with video in trial 1 vs. group with video in trial 2 -0.61 0.35 Group without video in trial 1 vs. group without video in trial 2 -0.69 0.29 Discussion Inspired by the advent of new information and communication technologies, use of technology-mediated learning environments is on the rise. The number of online courses offered through academic and professional institutions is evidence of this. Although research related to technology-based learning has been with us for more than 30 years, we are still at an early stage of knowing how to effectively apply technology in support of learning. In this endeavor, textual material is supplemented by still images, animation, video sequences, and/or sound sequences. The objective is to produce an enhanced learning environment in which students will be able to learn and understand more effectively. This research shows that students find a learning environment with video presentation more useful. Furthermore, it shows that students’ intrinsic motivation to learn the subject matter had a significant positive effect on their satisfaction with the availability of video presentation. Based on this, we can conclude that students with higher interest in the subject matter would have found the added information gleaned from video presentation more satisfying. However, added functionality of video presentation had no significant effect on performance in exams. That is, the addition of the video presentation to the text and pictures did not produce significant gains in students’ ability to answer questions on it. Of course, these findings are limited by the characteristics of our environment. E-Tutor was designed to support text-based explicit knowledge to improve student mastery learning of basic MIS materials. However, the effect of video presentation on learning might be different when used in support of tacit knowledge (e.g., analysis of complex case studies) (Lim and Benbasat, 2000). Tacit knowledge relate to experiential learning, whereas explicit knowledge deals with objective and technical knowledge. Thus, future research should assess the effectiveness of video in support of learners in need of acquiring tacit knowledge. Future research should find it interesting to assess the long-term effect of video on students learning and student motivation to pursue the subject matter further. Learners’ cognitive style may also affect effectiveness of video presentation (Montazemi and Wang, 1989). In this endeavor, we need to develop methodologies to distinguish students as visual-spatial learners or auditory-sequential learners: Visual-spatial learner is believed to think in pictures and have a different brain organization than auditory-sequential learner (Silverman, 2002). It is possible that visual-spatial learns benefit more from video presentation. We should also search for different means of using dynamic visuals in support of improved learning performance. Learning performance, as depicted in Figure 1, is contingent on internal (long-term memory) and external (e.g., video) mental representation of the learner. Dynamic visual based on animation is a possible medium to satisfy the individual learning requirements of the learner. We can exploit the rapidly evolving graphics capabilities of information systems to provide learners with engaging three-dimensional worlds (Badler et al., 2002). For example, to learn procedural tasks, a three-dimensional learning environment could enable students to perform the task directly in the environment. Hence, rather than memorizing an abstract procedure, students learn by interacting with rich three-dimensional models representing the subject matter. Lifelike pedagogical agents can play a key role in a central problem posed by task-oriented three-dimensional learning environment; detecting and correcting misconception. While the pertinent technologies are new, they are beginning to mature, and we have already begun to see the emergence of techniques for real-time behavior sequencing in response to rapidly changing learning contexts (Badler et al., 2002; Funge, 2000; Light and Maybury, 2002). Information technology can play a significant role in support of learning if the embedded functionality of the system is perceived to be useful by the learner. We believe, as others do (Alavi and Leidner, 2001; Carroll, 1997; Ohlsson, 1991; Tong and Angelides, 2000), that system “hacking” is not an effective means of improving the state of the art in technology-mediated learning (TML). Instead, well-grounded learning theories need to be 129
empirically tested in TML environments. Only then will system designers be provided with the much-needed theoretical foundation for implementing more perfect TML systems. Acknowledgement The Author would like to thank the three anonymous reviewers for their comments on the earlier version of this manuscript. This research has been supported in part by grants from Indiana University Ameritech Fellow of Information Technology Program, and Natural Sciences and Engineering Research Council of Canada. References Alavi, M. & Leidner, D. E., (2001). Research Commentary: Technology-Mediated Learning-A Call for Greater Depth and Breath of Research. Information Systems Research, 12 (1), 1-10. Ames, C. & Archer, J., (1988). Achievement Goals in the Classroom: Student Learning Strategies and Motivation Processes. Journal of Educational Psychology, 80 (4), 260-267. Anderson, A. H., Smallwood, L., MacDonald, R., Mullin, J., Annemarie, F. & O’Malley, C., (2000). Video Data and Video Links in a Mediated Communication: What Do Users Value? International Journal of Human- Computer Studies. 52 (1), 165-187. Badler, N. I., Erignac, C. A. & Liu, Y., (2002. Virtual Humans for Validating Maintenance Procedures. Communications of the ACM. 45 (7), 57-63. Benbunam-Fich, A, (2002). Improving Education and Training with IT,” Communications of the ACM. 45 (5), 94-99. Carroll, J. M., (1997). Human-Computer Interaction: Psychology as a Science of Design. International Journal of Human-Computer Studies. 46 (4), 501-522. Corno, L., (1986). The Metacognitive Control Components of Self-Regulated Learning. Contemporary Educational Psychology, 11 (4), 333-46. Corno, L. & Mandinach, E., (1983). The Role of Cognitive Engagement in Classroom Learning and Motivation. Educational Psychologist, 18 (4), 88-100. Corno, L. & Rohrkemper, M., (1985). The Intrinsic Motivation to Learn in Classrooms,” In Ames, C. & Ames, R. (Eds.), Research in Motion, Vol. 2. The Classroom Milieu, Academic Press, New York, NY, 53-90. Davis, F. D., (1989). Perceived Usefulness, Perceived Ease of Use and User Acceptance of Information Technology. MIS Quarterly, 13 (3), 319-39. Davis, F. D., Bagozzi, R. P. & Warshaw, P. R., (1992). Extrinsic and Intrinsic Motivation to Use Computers in the workplace. Journal of Applied Social Psychology, 22 (4), 1111-32. Davis, F. D., Bagozzi, R. P. & Warshaw, P. R., (1989). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models. Management Science, 35 (8), 982-1002. Funge, J., (2000). Cognitive Modeling for Games and Animation. The Communications of the ACM. 43 (7), 41- 48. Hannafin, M. J. & Rieber, L. P., (1989). Psychological foundations of instructional design for emerging computer-based instructional technologies. Part II. Educational Technology Research and Development, 7, 102- 14. Heller, R. C., Martin, C. D., Haneef, N. & Gievska-Krliu, S., (2001). Using a Theoretical Multimedia Taxonomy Framework. ACM Journal of Educational Resources in Computing, 1 (1), 1-22. 130
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October 2006 Volume 9 Number 4
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Guidelines for authors Submissions
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How Does Educational Technology Ben
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Adaptivity is one of the most impor
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3. Ease of editing and updating: wh
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Accessible and personalized Learnin
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From this definition, we figured ou
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Verifying contents Figure 3. The pa
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Figure 7. The ISA on line interface
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Adaptive Technology Resource Centre
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World Wide Web Consortium (1999a).
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guiding and supporting environment
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As an example, to improve the acces
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option). Although this finding migh
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of eLearning content and enhance th
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Hodgings, W. & Duval, E. (2002). IE
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the entire course of study. This sy
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information useful for the contextu
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Vincenzo, a second year student, ne
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Evaluation Recently embodied conver
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The interaction may be performed on
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Poggi, I., Pelachaud, C., & de Rosi
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Lanzilotti, R., Ardito, C., & Costa
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quality in use, which is measured b
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process of designing high quality c
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eLSE methodology Designers and eval
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Execution phase Execution phase act
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on the inspection process and, cons
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Piccinini, N., & Scollo, G. (2006).
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Answers and reinforcement A.1: Use
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potential project ideas (from pure
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For each column in Table 2, the sum
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educational goals and the various r
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A new computerized Records Manageme
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any distributed community include b
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message in order to obtain a respon
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Figure 3. Social network after intr
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increased face-to-face collaboratio
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References Bogenrieder, I. (2002).
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Page 121 and 122: (see Figure 2). The incorporation o
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A hierarchy of Systems Identifying
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the change agents to recognize the
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Nonis, A. S., & O’Bannon, B. (200
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maintaining the interest levels of
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Focus group interviews with our stu
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course and again at the end of the
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second phase of valuing, commitment
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Kinzie, M. B., Whitaker, S. D., Nee
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Although this work is based on a st
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Website Design The MTP website (www
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Researchers, for review and coding
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quality that are the focus of the M
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Kelley, M. A., Whitaker, S. D., Nee
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or underserved populations. For exa
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2004 Baruch College Computer Center
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professional-level tools and resour
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Third, with the exception of the Om
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Hepp, P., Hinostroza, E., Laval, E.
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The AccessForAll strategy complemen
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of people with special needs, or di
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(including where their search for r
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international standard. The ISO pro
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information will be expressed using
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DC Metadata Terms: http://dublincor
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Choquet, C., & Corbière, A. (2006)
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TEL Standards, Specifications and P
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The Resources Management Process ma
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Step 1: Instantiation of the enterp
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Step 5: Instantiation of the techno
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correlation of the different viewpo
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Hummel, H., Manderveld, J., Tatters
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Karagiannidis, C. (2006). Book revi
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Glenn, L. (2006). Book review: Visu
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