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A Design Study of a Multimedia Instructional Grammar Program with Embedded Tracking
ARTICLE

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ISAIJLS Volume 39, Number 6, ISSN 0020-4277

Abstract

This is a design study meant to demonstrate the feasibility of integrating three rather different theoretical perspectives for future efforts in multimedia instructional design. A multimedia instructional grammar program contextualized within the teaching of English as a Second Language (ESL) was developed and evaluated. The program design was grounded in Mayer's multimedia learning theory (2001), Sweller's cognitive load theory (CLT, 2005), and cognitive training theory using an inductive reasoning paradigm (Klauer and Phye, "Rev Educ Res" 78(1):85-124, 2008). A successful integration of cognitive training theory into program design is expected to facilitate the transition of student's declarative knowledge of a grammar concept of passive voice to procedural knowledge (Phye, "Contemp Educ Psychol" 16:87-94, 1991; Phye et al., "Empirical methods for evaluating educational interventions," Academic Press/Elsevier, San Diego, 2005). Two studies involving ten and four adult ESL learners were conducted in a Midwest community college. Grammar teaching occurred within the context of history and geography of the USA. Students with low prior knowledge of passive voice grammar concepts, intermediate level of general vocabulary, and adequate basic knowledge of content (basic geography and history) benefited most from the program. Preliminary results are encouraging for the aforementioned integrative efforts.

Citation

Koehler, N.A., Thompson, A.D. & Phye, G.D. (2011). A Design Study of a Multimedia Instructional Grammar Program with Embedded Tracking. Instructional Science: An International Journal of the Learning Sciences, 39(6), 939-974. Retrieved March 28, 2024 from .

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