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Evelyn Kigozi Kahiigi et al. So, H. J. & Brush, T. A. (2008) Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51, 318-336. Thompson, T. L. & MacDonald, C. J. (2005) Community building, emergent design and expecting the unexpected: Creating a quality eLearning experience. The Internet and Higher Education, 8, 233 - 249. Van den Akker, J. (1999) Principles and methods of development research In J. Van den Akker, R. M. Branch, K. Gustafson, N. Nieveen, T. Plomp (Eds.) . The Netherlands: Kluwer <strong>Academic</strong> Publishers.1-14. Vesisenaho, M. (2009) Developing contextualized ICT Education. Case Tumaini University, Tanzania. Lap Lambert <strong>Academic</strong> Publishing. Vygotsky, L. (1978) Mind in Society: The development of Higher psychological process, Cambridge, Havard University Press. Wang, F. & Hannafin, M. J. (2005) Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53, 5-23. Zhu, C., Valcke, M., Schellens, T. & Li, Y. (2009) Chinese Students' Perceptions of a Collaborative ELearning Environment and Factors Affecting Their Performance: Implementing a Flemish ELearning Course in a Chinese Educational Context. Asia Pacific Education Review, 10, 225-235. Zurita, L. & Ryberg, T. (2005) Towards a Collaborative Approach of Introducing ELearning in Higher Education Institutions: How do University Teachers Conceive and React to Transitions to ELearning. IFIP (The International Federation for Information Processing). 942
Applying the Multimedia Learning Theory in the Primary School: An Experimental Study About Learning Settings Using Digital Science Contents Fabio Serenelli 1 , Enrico Ruggeri 1 , Andrea Mangiatordi 2 and Paolo Ferri 2 1 CPM - Università degli Studi di Milano-Bicocca, Viale dell'Innovazione, Italy 2 nuMedia Bios – Università degli Studi di Milano-Bicocca, Italy fabio.serenelli@unimib.it enrico.ruggeri@unimib.it andrea.mangiatordi@unimib.it paolo.ferri@unimib.it Abstract: The introduction of digital technologies in educational contexts led to eLearning contents proliferation, thanks to their cost-cutting production and to the social networks that are favoring their widespread circulation. These objects are often the collaboration results between graphic designers and subject-matter experts disregarding the empirical evidence of Instructional Design research. Moreover they are frequently introduced to the classes without appropriate delivering strategies. The purpose of this paper is to describe an experimental study we ran in 2010 in Uruguay to identify effective learning object formats and adequate conditions for using multimedia contents with kids in “real world” learning contexts. Uruguay is part of the OLPC (One Laptop Per Child) initiative that aims to distribute low cost laptop PCs (called XOs) in developing countries schools to foster kids' learning according to the instructional principles of constructionism, learning-by-doing and social constructivism theories. This country is the only one that reached the "saturation" goal, covering the entire primary school population (teachers included). For this reason the capital Montevideo was an appropriate “en plein air” research field because most of the students haven’t evident impairments using educational technologies and digital learning contents. In order to find out how to reduce cognitive load and increase learning performances using infographics, animations and interactivity, we arranged an experimental study that involved 360 early adolescents from 16 classes of critical context schools in Montevideo. We identified a scientific topic, the food chain process, and presented it in 4 different ways. We modified supports and instructional formats according to Mayer’s ‘Multimedia Learning Principles’ and the ‘First Principles of Instruction’ theory by Merrill. The first part of the research focused on Self-Directed Learning in real contexts and investigated the use of different instructional strategies (e.g. topic-centered vs. task-centered; linear vs game-based) handling the learner’s User Experience in order to increase the engagement for the proposed formats. Considering the target of early adolescents, we introduced a likeable virtual tutor to manage explanations, feedbacks, and focus on relevant information. We used infographic techniques to combine analytical and synthetic schemas and to enhance the aesthetic perception. The second part of the study aimed to identify the best use of multimedia contents in classrooms comparing 3 learning settings: Self-Directed Learning, Cooperative Learning and Teacher-Directed Learning. In order to measure the impact of content design format and learning setting we identified 5 instructional objectives using a Content/Performance Matrix, and evaluated the outcomes by 4 kinds of tests: Retention, Comprehension, Problem Solving Transfer, Delayed Problem Solving Transfer (after one week). We also used a qualitative tool: a self-administered questionnaire for the User Experience satisfaction, to discover relationships between students performances and individual preferences matched with satisfactory learning experiences. Keywords: multimedia learning theory, critical context, learning settings, instructional content design, user experience, graphic organizers 1. Introduction eLearning vision is still focused on trainers' needs and e-teaching processes rather than on the invoked learner centered approach. In the last decade, a lot of improvements have been implemented in eLearning environments crossbreeding Learning Management System and Virtual Learning Environment with Social Networks; they actually offer a rich range of features based on constructivist and socio-constructionist principles. Unfortunately, teachers and trainers often rely only on the basic functionalities of these complex tools in order to easily replicate the offline formal education experience. Most of these environments give the opportunity to run and manage eLearning contents as Learning Objects. Moreover these digital materials are often the collaboration results between graphic designers and subject-matter experts disregarding the empirical evidence of Instructional Design research so they are frequently introduced to the classes without appropriate delivering strategies.This paper presents the experimental study we ran in 2010 in order to test learning object formats with kids in “real world” learning contexts. The main goal of the study is to find out effective ways to use infographics and interactivity for digital scientific contents to reduce cognitive load and balance the learning performance levels with the quality of the studying experience. The second goal 943
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Peter Mozelius et al. searching and
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Peter Mozelius et al. Error Handli
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Peter Mozelius et al. were no chanc
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Peter Mozelius et al. single login
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Antoinette Muntjewerff for every st
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Antoinette Muntjewerff All of this
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Figure 1: Metadata editor Antoinett
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Antoinette Muntjewerff The structur
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A Framework for Decision Support fo
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Phelim Murnion and Markus Helfert i
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Phelim Murnion and Markus Helfert 4
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Phelim Murnion and Markus Helfert s
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Phelim Murnion and Markus Helfert P
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Shekhar Murthy and Devi Murthy wisd
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Shekhar Murthy and Devi Murthy educ
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy corr
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy Stag
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7. Conclusions Shekhar Murthy and D
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Student's Characteristics for Note
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Minoru Nakayama et al. Learning exp
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Minoru Nakayama et al. 3.3 Effectiv
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Minoru Nakayama et al. Table 2: Cor
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Freeing Education Within and Beyond
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Chrissi Nerantzi The aim was to exp
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Chrissi Nerantzi agreeing with Nova
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Chrissi Nerantzi familiarisation wi
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Chrissi Nerantzi Scardamalia, M. an
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Paul Newbury et al. the slides or w
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Paul Newbury et al. multimedia faci
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Paul Newbury et al. It is designed
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Paul Newbury et al. Download figur
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Paul Newbury et al. “Has the fact
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eSubmission - UK Policies, Practice
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Barbara Newland et al. managing stu
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Figure 3: Technical infrastructure
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Barbara Newland et al. and I strong
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Harnessing the Internet for Authent
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Abel Nyamapfene As stated on the co
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Abel Nyamapfene 8. There were suffi
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Abel Nyamapfene Mulnix, J. W. (2011
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Maruff Akinwale Oladejo and Adelua
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2.3 Instrumentation Maruff Akinwale
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Maruff Akinwale Oladejo and Adelua
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References Maruff Akinwale Oladejo
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Adelua Olajide Olawole and Maruff A
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2.2 Sample and sampling techniques
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3.1 Result Adelua Olajide Olawole a
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Adelua Olajide Olawole and Maruff A
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Fatemeh Orooji et al. awareness and
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Fatemeh Orooji et al. Figure 1: The
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Fatemeh Orooji et al. Sensing/intu
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Fatemeh Orooji et al. lower and upp
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Fatemeh Orooji et al. the other dim
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Using Lifeworld-led Multimedia to E
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Andy Pulman et al. A key feature of
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Andy Pulman et al. in this case “
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Andy Pulman et al. The Research Evi
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The Project Mobile Game Based Learn
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Thomas Putz A hybrid game, consisti
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3.3 The different ‘events’ supp
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4. Pedagogical impacts Thomas Putz
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Thomas Putz Fabricatore, C. (2000).
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Ricardo Queirós and José Paulo Le
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3.6 Discussion Topics Ricardo Queir
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The Design and Development of an eL
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Andrik Rampun and Trevor Barker as
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Andrik Rampun and Trevor Barker add
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Figure 5: Screen shot of a user’s
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Andrik Rampun and Trevor Barker 3.1
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Andrik Rampun and Trevor Barker cou
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Kansei Design Model for eLearning:
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Fauziah Redzuan et al. presentation
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Fauziah Redzuan et al. A second sur
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Fauziah Redzuan et al. understand t
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Fauziah Redzuan et al. to explain t
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Fauziah Redzuan et al. Websites", P
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Changing Teacher Beliefs Through IC
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Bart Rienties et al. substantial di
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Bart Rienties et al. videoed for re
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5. Discussion Bart Rienties et al.
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Moodle and Affective Computing: Kno
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Manuel Rodrigues et al. Moodle does
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Manuel Rodrigues et al. Other sever
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Manuel Rodrigues et al. Doing this
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Using Google Applications to Facili
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Eleni Rossiou and Erasmia Papadopou
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Andrée Roy determines if eLearning
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Andrée Roy Table 3: Profiles of eL
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Andrée Roy the cost of production
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Andrée Roy Lawless, N., Allan, J.
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Zuzana Šaffková comment metacogni
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Zuzana Šaffková Moodle applicatio
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Zuzana Šaffková the other propert
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Zuzana Šaffková In the last phase
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Zuzana Šaffková prior knowledge,
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A Mobile aid Tool for Crafting Acti
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Ahmed Salem Question difficulty in
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Ahmed Salem Figure 2: The Simple le
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Ahmed Salem Table 1: The two groups
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King-Sized eLearning - how Effectiv
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Marie Sams et al. MOB was set up in
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Marie Sams et al. attaching the new
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Marie Sams et al. include time cons
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Rowena Santiago et al. However, whe
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Rowena Santiago et al. 6.1.2 Assign
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Rowena Santiago et al. the original
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Rowena Santiago et al. Together, th
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Vitor Santos and Luis Amaral To bui
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Vitor Santos and Luis Amaral Althou
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Figure 4: Technical architecture Vi
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Implementing and Evaluating Problem
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Maggi Savin-Baden et al. different
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Maggi Savin-Baden et al. and second
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Maggi Savin-Baden et al. important
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The Evolution of eLearning Platform
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Adriana Schiopoiu Burlea et al. Hyp
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Adriana Schiopoiu Burlea et al. Tab
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Adriana Schiopoiu Burlea et al. Eve
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Teachers’ Skills set for Personal
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Zaffar Ahmed Shaikh and Shakeel Ahm
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Zaffar Ahmed Shaikh and Shakeel Ahm
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6. Conclusion and recommendations Z
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Bridging the Feedback Divide Utilis
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Angela Shapiro and Aidan Johnston f
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Angela Shapiro and Aidan Johnston F
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Post-Academic Masters Course in Man
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4. Discussion and conclusion Cees T
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Engagement With Students in ‘Midd
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Anne Smith and Sonya Campbell x y c
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4.3 Student led connectivity Anne S
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Figure 2: Conceptualising ‘middle
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The Learning Management System as a
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Dina Soeiro et al. He was older, ol
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Dina Soeiro et al. specially about
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Can the Medium Extend the Message?
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Mekala Soosay elements under study,
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Mekala Soosay to self and peer-asse
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Mekala Soosay flexible web-based ap
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Implementation and Analysis of an O
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Iain Stewart et al. No-one was con
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Iain Stewart et al. The content sh
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Iain Stewart et al. entry per stude
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Iain Stewart et al. Dolnicar, S, Sh
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2. The research Caroline Stockman a
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Caroline Stockman and Fred Truyen S
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Caroline Stockman and Fred Truyen n
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Caroline Stockman and Fred Truyen s
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PeerWise - The Marmite of Veterinar
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Amanda Sykes et al. recently outlin
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Amanda Sykes et al. activity became
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Amanda Sykes et al. students either
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Category Amanda Sykes et al. Q9 : W
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Amanda Sykes et al. Chang, S-B., Hu
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Nicolet Theunissen and Hester Stubb
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Figure 1: Overall structure Nicolet
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References Nicolet Theunissen and H
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Tone Vold This idea phase was under
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Tone Vold process. A synchronous di
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The Effects of Self-Directed Learni
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Chien-hwa Wang and Cheng-ping Chen
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Usage Cases: A Useful way to Improv
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Cristina Wanzeller and Orlando Belo
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The Virtual Path to Academic Transi
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Julie Watson course overall, with s
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Julie Watson practical and economic
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6. First phase Julie Watson Followi
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Identifying and Locating Frames of
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Ethical approval Katherine Wimpenny
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Katherine Wimpenny et al. SL was a
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Katherine Wimpenny et al. This in t
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Reaction Lecture: Text Messaging to
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Koos Winnips et al. order to make a
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Table 2: Overview of student reacti
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Koos Winnips et al. Students liked
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A Holistic Approach to Instructiona
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Li Zhong Zhang There is a wealth of
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Figure 1: An integrated design fram
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Page 468 and 469: 6. Results and analysis Fabio Seren
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Olivia Billingham Deneen, L., (2010
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Karin Levinsen et al. conference or
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Karin Levinsen et al. in order to s
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Peps Mccrea professional engagement
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A Framework for Understanding Onlin
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Sónia Sousa et al. little sense re
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Sónia Sousa et al. Figure 4: The e
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Trust in Distributed Personal Learn
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2.2 LePress Sónia Sousa et al. Per
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Sónia Sousa et al. 3. Elicitation
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Breaking Down Barriers: Development
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Karen Strickland et al. qualitative
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Novita Yulianti et al. Research con
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