You are here:

Design of Digital Learning Material on Social–Psychological Theories for Nutrition Behavior Research.
Article

, , Wageningen University, Netherlands ; , Wageningen Multi Media Research Centre, Netherlands

Journal of Educational Multimedia and Hypermedia Volume 16, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This article describes the design, implementation and evaluation of digital learning material on the social – psychological Theory of Planned Behavior (TPB) and its use in nutrition behavior research. The design is based on guidelines derived from theories on instructional design. The major component of the design challenge is to implement three design guidelines: (1) the use of concrete examples from the field of nutritional behavior; (2) the use of Just in Time information presentation according to recent developments in theories about cognitive load; and (3) the promotion of active learning by stimulating the student to activities. These guidelines are designed to be used in the development of learning material that prepares students to apply the TPB in practical cases. The learning material and its use have been evaluated during two subsequent years in two different academic courses. Initial disappointing evaluation results could mainly be attributed to a discrepancy between design assumptions about the educational setting in which the learning material should have functioned and the actual setting in which the evaluation took place. In a second evaluation, in which the educational setting was adapted to the design assumptions, the learning material satisfied most of the design requirements.

Citation

Busstra, M.C., De Graaf, C. & Hartog, R. (2007). Design of Digital Learning Material on Social–Psychological Theories for Nutrition Behavior Research. Journal of Educational Multimedia and Hypermedia, 16(2), 163-182. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from .

Keywords

View References & Citations Map

References

  1. Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckman (Eds.). Action-control: From cognition to behavior (pp. Action-control: From cognition to behavior (pp. Action-control: From cognition to behavior 11-39). Heidelberg, Germany: Springer.
  2. Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice Hall.
  3. Anderson, J.R. (1995). Learning and memory: An integrated approach. New York: Wiley.
  4. Baddeley, A.D. (1992). Working memory. Science, 255, 556-559.
  5. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated learning and the culture of learning. Education Researcher, 18(1), 32-42.
  6. Collins, A., & Brown, J.S. (1988). The computer as a tool for learning through refl ection. In H. Mandl& A. Lesgold (Eds.), Learning issues for intelligent tutoring systems (pp. 1-18). New York: Springer-Verlag.
  7. Diederen, J., Gruppen, H., Hartog, R., Moerland, G., & Voragen, A.G. (2003). Design of activating digital learning material for food chemistry education. Chemistry Education: Research and Practice, 4(3), 353-371.
  8. Fishbein, M. (1967). Attitude and the prediction of behavior. In M. Fishbein (Ed.), Readings in attitude theory and measurement. New York: Wiley.
  9. Gagné, M. (1996). The conditions of learning: Training applications (3rd ed.). New York: Harcourt Brace.
  10. Godin, G., & Kok, G. (1996). The theory of planned behavior: A review of its applications to health-related behaviors. American journal of health promotion, 11(2), 87-98.
  11. Honebein, P.C., Duffy, T.M., & Fishman, B.J. (1993). Constructivism and the design of learning environments: Context and authentic activities for learning. In T.M. Duffy, J. Lowyck, & D.H. Jonassen (Eds.), Designing environments for constructive learning (pp. 87-108). Berlin: Springer-Verlag.
  12. Jeffery, R.W. (2004). How can health behavior theory be made more useful for intervention research? International Journal of Behavioral Nutrition and Physical Activity, 1, Article 10. Retrieved Sept 12, 2005, from http://www.ijbnpa.org/content/1/1/10
  13. Keller, J.M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2-10.
  14. Kester, L., Kirschner, P.A., van Merriënboer, J.J.G., & Baumer, A. (2001). Justin time information presentation and the acquisition of complex cognitive skills. Computers in Human Behaviour, 17, 373-391.
  15. Kirschner, P.A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12, 1-10.
  16. Lytle, L.A. (2005). Nutrition education, behavioral theories, and the scientifi c method: Another viewpoint. Journal of Nutrition Education and Behavior, 37, 90-93.
  17. Mayer, R.E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13, 125-139.
  18. Mayer, R.E., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12, 107-119.
  19. Miller, G.A. (1956). The magical number seven plus or minus two: Some limits on our capacity for processing information. The Psychological Review, 63, 81-97.
  20. Smith, P.L., & Ragan, T.J. (1993). Instructional design. New York: McMillan.
  21. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
  22. Sweller, J., van Merriënboer, J.J.G., & Paas, F.G.W.C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
  23. Van Merrienboer, J.J.G., Kirschner, P.A., & Kester, L. (2003). Taking the load of a learner’s mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5-13.
  24. Weston, C., Gandell, T., McAlpine, L., & Finkelstein, A. (1999). Designing instruction for the context of online learning. The Internet and Higher Educa DASHDASH

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.