iPedagogy: Using Multimedia Learning Theory to iDentify Best Practices For MP3 Player Use in Higher Education

Edward Downs, Aaron R. Boyson, Hannah Alley, Nikki R. Bloom

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

Some institutions of higher learning have invested considerable resources to diffuse iPods and MP3 devices though little is known about learning outcomes tied to their use. Dual- coding and multimedia learning theories guided the development of a typical college lecture so that it could be presented in a combination of audio and visual forms across small-screen and large-screen displays. A 3 (audio, audio/text, and audio/video)× 2 (iPod screen vs. computer screen) factorial experiment, was conducted to examine how systematic variations in the capability of commonly used MP3 technologies facilitate learning. Scores indicated that dual-coded presentations were substantially more potent learning aids. Results are discussed in terms of developing best-practice strategies for those who wish to implement iPod technology into course curricula.

Original languageEnglish (US)
Pages (from-to)184-200
Number of pages17
JournalJournal of Applied Communication Research
Volume39
Issue number2
DOIs
StatePublished - May 1 2011

Keywords

  • Cognition
  • MP3
  • Multimedia
  • Pedagogy
  • Technology
  • ipods

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