Dynamic Versus Static Presentation Formats, Do They Impact Performance Differently?
Elizabeth McAlpin, New York University, Teaching and Learning with Technology, NYU IT, United States ; Selin Kalaycioglu, New York University Courant, Department of Mathematics, United States ; David Shilane, New York University, Teaching and Learning with Technology, NYU IT, United States
JCMST Volume 38, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
According to the Cognitive Theory of Multimedia Learning (Mayer, 2009) learning with multimedia requires the integration of verbal and visual information (e.g., printed text and static images, narrated animation). Studies exploring the effects of dynamic versus static presentations yield mixed results. Few studies explore comparing dynamic versus static presentations to teach mathematical knowledge types. Most experimental studies occur in a controlled lab setting. The present study aimed to assess the impact of multimedia learning formats beyond the experimental lab to an authentic setting (i.e., classrooms) to teach mathematics. In Spring 2017, we compared weekly outcomes for students who accessed interactive video modules (DYNAMIC) demonstrating calculus level 1 topics to students who accessed the same content presented in printed text and static image format (STATIC). Students in two sections of undergraduate course Calculus 1 (011) and (001) alternated each week pre-class work material presented in either interactive video module or text-image document. They were assessed with problem-solving and conceptual questions at the beginning and end of each week. The results demonstrated no significant differences on presentation formats for the assessments provided at the beginning and end of each week. Participants also answered the same survey question at the end of each online topical lesson related to the perceived effectiveness of the instructional material to help students master the topic. Survey results indicate students perceived the weekly instructional content, presented in a static or dynamic format, to be equally helpful to prepare them to answer problem solving questions.
McAlpin, E., Kalaycioglu, S. & Shilane, D. (2019). Dynamic Versus Static Presentation Formats, Do They Impact Performance Differently?. Journal of Computers in Mathematics and Science Teaching, 38(1), 49-76. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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