The multimedia tool was reported to motivate students and support positive attitudes toward the course¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2015 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Six of ten interviewed multimedia-group students cited the tool as motivating toward the course and five said it positively affected their opinions about the course. → Koseoglu 2015
Evidence¶
Koseoglu 2015¶
Koseoglu, P., & Efendioglu, A. (2015). Can a Multimedia Tool Help Students' Learning Performance in Complex Biology Subjects? South African Journal of Education, 35(4). https://doi.org/10.15700/saje.v35n4a1169
q2 · i? · causal · r2
Affective sub-theme of the multimedia-group interview analysis: "'motivating towards the course' (n = 6/10)" and positive effect on opinions (n = 5/10). The authors link this to effective learning characteristics.
"In the sub -theme, there are two codes, 'motivating towards the course' (n = 6/10) and 'providing positive effect ' on the students' opinions about the course ( n = 5/10)."
Discussion¶
Related Claims¶
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