Multimedia introductory activities are rated as more interesting and instructive than fun, while traditional activities are rated similarly on all three features¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Within the experimental group, fun ratings were significantly lower than instructive and interesting ratings; within the control group, the three ratings did not differ significantly. → Lauc 2020

Evidence¶

Lauc 2020¶

Lauc, T., Jagodić, G. K., & Bistrović, J. (2020). Effects of Multimedia Instructional Message on Motivation and Academic Performance of Elementary School Students in Croatia. International Journal of Instruction, 13(4), 491-508. https://doi.org/10.29333/iji.2020.13431a

q3 · i? · causal · r2

Paired t-tests averaged across both study parts showed experimental-group students rated the activities as "significantly less fun than instructive and interesting" (fun M = 4.22 vs instructive M = 4.59 and interesting M = 4.58). Control-group ratings did not differ across features (e.g. instructive vs interesting t = 1.93, p < .058).

"significantly less fun than instructive and interesting ( M = 4.22, SD = .327, t = 3.55, p < .001; t = 3.18, p < .002)"

Discussion¶

Learner Variables¶

• Interest — outcome: instruction changes it

Related Claims¶

• Positive motivational assessments of introductory activities correlate weakly with learning outcomes on near-in-time tests but not with distant exam results — related
• Students rate multimedia introductory activities as more instructive, interesting and fun than traditional introductory activities — related
• Four of six activity groups are rated better in multimedia format, but quizzes and picture descriptions are rated equally across formats — related
• Multimedia motivational introductory messages produce better immediate knowledge-test outcomes than traditional teaching aids in elementary Nature and Society lessons — related
• The learning advantage of multimedia introductory messages is partially visible on global exams and not durable across the study — related