Ongoing Research into the use of video in learning environments.

Roy Pea was one of the first researchers I cited in my PhD dissertation. Still have lots in common.

Video Analysis Tools and Techniques
Roy D. Pea Jeremy Roschelle, Randall Trigg
and more collaborators
Goal: Diverse contributions toward improving scientific understanding of learning have in the past few decades begun to pay particular attention to the situational properties of learning events. In part influenced by research methodologies in microsociology, conversational analysis, anthropology, ethology, and ethnomethodology, students of learning processes have made increasing use of video recordings of the physical and social aspects of learning environments. The increasing use of video recording as a form of data collection has the potential to revolutionize research in education and the other social sciences.

Kolb Learning Styles and Effects of Animation and Visuals on Learning

This is the first article that I have found that has examined Kolb’s learning style classifications with the learning from multimedia.   The researchers found that true to Mayer most students benefit from the inclusion of visuals and animations in lectures and text presentation.  However, certain students who did not have the accommodation learning style did not benefit from them.

kolbAnimation

Journal of Science and Technology, Vol. 9 No. 1 (2017) p. 7-14 Senior High School Students’ Comprehension and Interest in Science Content: Example of Participating in First-Hand Experimental Activities Pei-Hsuan Hsieh* Institute of Information Management, National Cheng Kung University  http://penerbit.uthm.edu.my/ojs/index.php/JST/article/viewFile/1404/1125

 

Connectedness of Picture to Learning

Emphasizes the need to connect the visual to the text and the learning.  Some hints of relevance to cognitive load theory.
How Affective Charge and Text–Picture Connectedness Moderate the Impact of Decorative Pictures on Multimedia Learning.
Schneider, Sascha; Dyrna, Jonathan; Meier, Luis; Beege, Maik; Rey, Günter Daniel
Journal of Educational Psychology, Jun 05 , 2017, No Pagination Specified. http://dx.doi.org/10.1037/edu0000209

Visual presentations, learning styles, undergraduate engineering students

Great Methodology and Explanations in Research Study on Visual Learning Styles and Strategies
Volume 19, Number 1, 2017 © WIETE 2017 Global Journal of Engineering Education 24

“Learners with diverse backgrounds and experiences have different ways of learning that they prefer. For example, when learning new knowledge and skills, some learners prefer to see pictures and diagrams, whilst other learners prefer to listen to instructors’ verbal explanations. Most learners have multiple preferences. The different preferences are called learning styles. In past decades, a wide variety of theories or models regarding learning styles have been developed [7-11]. For instance, Kolb developed an experiential learning model based on four categories of learning styles,including diverging (concrete and reflective), assimilating (abstract and reflective), converging (abstract and active), and accommodating (concrete and active) [7]. Extensive research evidence has shown that optimal learning outcomes would be achieved when a learner’s learning styles and an instructor’s teaching styles match with each other [7-11]. According to Felder …it is important not to determine each student’s learning style and then teach to it exclusively, but to teach around the learning cycle [12]. This calls for educators to have a balanced approach from both sides of the same dimension.”
Ning Fang†, Mohd F. bin Daud‡, Syed A.H. Al Haddad‡ & Khairiyah Mohd-Yusof‡
Utah State University, Logan, United States of America†
Universiti Teknologi Malaysia, Johor, Malaysia‡

http://www.wiete.com.au/journals/GJEE/Publish/vol19no1/03-Fang-N.pdf

Weaving Together Literacies

 

Out of Stanford research, ” designed and built a web application allowing students to read and write interactive fiction and a curriculum weaving the two literacies together.  A study evaluating the curriculum found modest adoption of literacy practices from each domain. Our qualitative observations suggest a mechanism for how each literacy can support the other: . .”

Chris Proctor and Paulo Blikstein. 2017. Interactive fiction: Weaving together literacies of text and code. In Proceedings of the 2017 Conference on Interaction Design and Children (IDC ’17). ACM, New York, NY, USA, 555-560. DOI: https://doi.org/10.1145/3078072.3084324

 

Some questions about “learning” outcomes

In the following thesis the author investigated the effects of using tablets on learning.  The important take away from this study is that the researcher found no effect on success rate nor on grades.  However, the students using tablet learning devices were able to display other types of learning and its effects.  Most notably the students who used tablets conducted independent research, shared their ideas with peers and in the opinion of the researcher created new knowledge.  Specifically, users reported that the tablets’ portability and storage capacity for resources enhanced usage outside the classroom and enabled communications and information sharing with peers.   Such learning outcomes are not part of standardized testing and not always included as a grading criteria but are extremely desired in the work place.

tableB

EFFECTIVENESS OF TABLET LEARNING DEVICES IN ONLINE AND BLENDED COURSES AT THE UNIVERSITY OF THE SOUTH PACIFIC by Pritika Reddy, University of South Pacific

“Interestingly, the tablet devices did not have any effect on the success rate and quality of the student grades for the respective courses they were enrolled in. The study also showed that the tablet devices were a good sharing and knowledge creating tool as the devices enabled students to conduct independent research, share ideas with peers and create new form of knowledge from the concepts they learnt.”

 

http://digilib.library.usp.ac.fj/gsdl/collect/usplibr1/index/assoc/HASH01b9.dir/doc.pdf