About 80% of multimedia-group students preferred multimedia over classical lectures, citing animation and step-by-step visualization¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among Architecture multimedia students, 82% (22 students) preferred multimedia and 12% (3 students) classical; among CCM students, 80% (20) preferred multimedia and 20% (5) classical. → Marina Milovanoviü 2013

Evidence¶

Marina Milovanoviü 2013¶

Marina Milovanoviü, Jasmina Obradoviü, Aleksandar Milajiü. (2013). APPLICATION OF INTERACTIVE MULTIMEDIA TOOLS IN TEACHING MATHEMATICS – EXAMPLES OF LESSONS FROM GEOMETRY. The Turkish Online Journal of Educational Technology, 12(1). https://eric.ed.gov/?id=EJ1008863

q2 · i? · causal · r2

End-of-research survey of the two multimedia groups (25 students each). Students explained preferences with reasons such as "Picture is essential for understanding geometry, and it is even better with animation and movements in 3-D space" and easier comprehension via step-by-step animation.

"in group of Architecture students 12% (3 students) answered classical and 82% (22 students) answered multimedia, and in group Civil Construction Management students of 20 % (5 students) answered classical and 80 % (20 students) answered multimedia"

Discussion¶

Related Claims¶

• The multimedia advantage was concentrated on tasks demanding visual and spatial comprehension, while scores on definitional tasks were similar between groups — related
• Students taught regular polyhedra with multimedia lessons scored significantly higher than traditionally taught peers at both faculties — related