Model of the motivational and multimedia instructional message with six activity groups for lesson introductions¶

Element · All elements
Evidence · 6 claims (4 for, 2 mixed) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 6 claims rest on one study

Description¶

A model developed by Bistrovic (2017) and used in this study, in which the introductory 7-10 minutes of each lesson is delivered as a multimedia instructional and motivational message built from "six groups of activities: association games, videos, interactive stories, interactive maps, visual stimuli, and crossword puzzles and quizzes", each group containing three activities. In the experimental classes the activities were presented via PowerPoint and Prezi in frontal, whole-class mode; control classes received the same content via posters, printed photographs, maps and paper tasks. The authors conclude the model "showed as suitable for use in teaching the subject of Nature and Society".

Design Implications¶

Context¶

Requirements¶

• Multimedia presentations created according to multimedia learning principles, delivered by the regular class teacher during the introductory part of the lesson

Constraints¶

• Activities were presented frontally to the whole class, not on individual computers; no multimedia was used in the central part of the lesson

Target Learners¶

• 4th-grade elementary school students

Target Learning Goals¶

• Science and social science content knowledge in the subject Nature and Society
• Motivation to learn at the start of lessons

Claims¶

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

Related Elements¶

Examples¶

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Key Sources¶

• 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