Multimedia motivational introductory messages produce better immediate knowledge-test outcomes than traditional teaching aids in elementary Nature and Society lessons¶

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? Students taught with multimedia motivational messages in the lesson introduction scored significantly better on several immediate knowledge tests than students taught the same content with traditional aids. → 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

Field quasi-experiment in four Croatian schools; experimental group (N=97) received multimedia introductory activities, control group (N=73) traditional aids. Independent t-tests showed significant differences on Test 1.2 (t = 2.821, p = .006) and Test 1.3 (t = 4.940, p = .001), with the experimental group higher on "the second and the third test of the first part of the experiment".

"The t-test for independent groups revealed a significant difference between groups regarding the second and the third test of the first part of the experiment."

Discussion¶

Related Claims¶

• Multimedia introductory activities are rated as more interesting and instructive than fun, while traditional activities are rated similarly on all three features — related
• Students rate multimedia introductory activities as more instructive, interesting and fun than traditional introductory activities — related
• The learning advantage of multimedia introductory messages is partially visible on global exams and not durable across the study — related
• Positive motivational assessments of introductory activities correlate weakly with learning outcomes on near-in-time tests but not with distant exam results — related
• The multimedia learning module advantage over the textbook persists on a retention test administered two weeks after the lessons — related
• MLM-script presentations fall between the other two groups: above the Textbook group but below the MLM group, as multimedia learning theory predicts — related
• A tablet-based AR app displaying real-time measurement data above circuit components aided conceptual knowledge acquisition more effectively than traditional physics lab lessons — related