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Exploring the characteristics of an optimal design of digital materials for concept learning in mathematics: Multimedia learning and variation theory
ARTICLE

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Computers & Education Volume 82, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Design principles emerging from the cognitive theory of multimedia learning can be applied to engage cognitive processing, and teaching methods that have evolved from variation theory can encourage thinking through comparisons in mathematics education. Applying these principles and teaching methods in designing digital material should be a sound proposition. However, there is a disconnection between research in digital educational material and classroom practices. Teachers often have doubts about the effectiveness of the materials. Thus, this paper presents a design-based research of developing a digital material for algebra concept learning. We collaborated with two experienced teachers and a subject expert from a university, and designed some digital learning material that was presented to 68 students through an iterative redesign development cycle; the effectiveness of the final product was tested on another group of 66 students the following year. Characteristics of an optimal design generated from the data collected are presented in this paper. The characteristics may have useful practical implications for instructional designers and teachers and contribute to improvements in the design of digital learning materials.

Citation

Chiu, T.K.F. & Churchill, D. (2015). Exploring the characteristics of an optimal design of digital materials for concept learning in mathematics: Multimedia learning and variation theory. Computers & Education, 82(1), 280-291. Elsevier Ltd. Retrieved August 22, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2014.12.001

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