Experimental-group students perceived the MPS as increasing interactivity, supporting multimodal-integrated learning, and making instruction more student-centered¶
Claim · All claims
Evidence · 1 study · causalr2·q1
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q1 i? Semi-structured interviews with 11 randomly selected experimental-group students indicated the MPS increased interactivity and active participation, integrated multimedia content, and shifted instruction toward student-centered learning. → Kuo 2013
Evidence¶
Kuo 2013¶
Kuo, F.-O., Yu, P.-T., & Hsiao, W.-H. (2013). Develop and evaluate the effects of multimodal presentation system on elementary ESL students. The Turkish Online Journal of Educational Technology, 12(4). https://eric.ed.gov/?id=EJ1018039
q1 · i? · causal · r2
Qualitative analysis of semi-structured interviews with 11 randomly selected experimental-group students, with opinions classified into user's state and previous experience, system properties, and usage context. Students reported, for example, that "Operating materials in front of classmates made me feel participating more in class".
"The analysis of students' questionnaires and semi-structured individual interviews showed that the IWB technology enhance students mostly associated with interactivity and active participation (Schmid, 2008, 2010)."
Discussion¶
Related Claims¶
- Interviewed students reported increased motivation and learning support from mobile learning, alongside technical problems — related
- Interviews revealed six themes: enhanced efficiency, improved quality, facilitated reflection, increased interaction, improved collaboration, and concerns about over-reliance — related
- Experimental-group students reported that the blended environment offered rich content, easy accessibility, effective guidance and motivation — related
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