Learners misperceive the benefits of redundant text in multimedia learning.
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ABSTRACT:
SUBMITTER: Fenesi B
PROVIDER: S-EPMC4088922 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:The multimedia design of presentations typically ignores that younger and older adults have varying cognitive strengths and weaknesses. We examined whether differential instructional design may enhance learning in these populations. Younger and older participants viewed one of three computer-based presentations: Audio only (narration), Redundant (audio narration with redundant text), or Complementary (audio narration with non-redundant text and images). Younger participants learned better when audio narration was paired with relevant images compared to when audio narration was paired with redundant text. However, older participants learned best when audio narration was paired with redundant text. Younger adults, who presumably have a higher working memory capacity (WMC), appear to benefit more from complementary information that may drive deeper conceptual processing. In contrast, older adults learn better from presentations that support redundant coding across modalities, which may help mitigate the effects of age-related decline in WMC. Additionally, several misconceptions of design quality appeared across age groups: both younger and older participants positively rated less effective designs. Findings suggest that one-size does not fit all, with older adults requiring unique multimedia design tailored to their cognitive abilities for effective learning.
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Project description:In recent years, with the rapid development of the Internet and multimedia technology, English translation text classification has played an important role in various industries. However, English translation remains a complex and difficult problem. Seeking an efficient and accurate English translation method has become an urgent problem to be solved. The study first elucidated the possibility of the development of transfer learning technology in multimedia environments, which was recognized. Then, previous research on this issue, as well as the Bidirectional Encoder Representations from Transformers (BERT) model, the attention mechanism and bidirectional long short-term memory (Att-BILSTM) model, and the transfer learning based cross domain model (TLCM) and their theoretical foundations, were comprehensively explained. Through the application of transfer learning in multimedia network technology, we deconstructed and integrated these methods. A new text classification technology fusion model, the BATCL transfer learning model, has been established. We analyzed its requirements and label classification methods, proposed a data preprocessing method, and completed experiments to analyze different influencing factors. The research results indicate that the classification system obtained from the study has a similar trend to the BERT model at the macro level, and the classification method proposed in this study can surpass the BERT model by up to 28%. The classification accuracy of the Att-BILSTM model improves over time, but it does not exceed the classification accuracy of the method proposed in this study. This study not only helps to improve the accuracy of English translation, but also enhances the efficiency of machine learning algorithms, providing a new approach for solving English translation problems.
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Project description:Drawing on Moreno's cognitive-affective theory of learning with media, this research aims to investigate the effectiveness of different multimedia glosses on learners' vocabulary acquisition and reading comprehension in a CALL environment. A total of 160 university students who learnt English as a foreign language (EFL) in four classes participated in the study and were exposed to one of the four conditions: (a) L2 definition only, (b) L2 definition coupled with audio, (c) L2 definition plus video, and (d) L2 definition with picture. Participants were asked to read eight hypermediated reading texts. Reading comprehension as well as vocabulary acquisition were measured using a pretest-posttest design. The results show first that all these four conditions led to students' vocabulary gains. More specifically, participants who had access to L2 definition plus picture and plus videos achieved significantly higher scores than the other two groups, L2 definition coupled with audio and L2 definition only. Concerning reading comprehension, all multimedia glossing presentation led to better reading comprehension, but no differences were found among all the glossing groups. The questionnaire and interview data indicate that students preferred L2 definition coupled with video and picture glosses, followed by audio and L2 definition only. The results reflect that multimedia glossing presentation creates a different effect on students' vocabulary acquisition and reading comprehension, respectively. They also provide pedagogical implications for learning in times of COVID-19.
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Project description:Learning with text and pictures requires learners to integrate the given information into one coherent mental representation. Since learners often fail to integrate text and pictures, the study investigates the effects of a training for text processing strategies, picture processing strategies and strategies to map text and picture onto each other. It was assumed that learners' prior knowledge would affect the effects of such a training with more beneficial effects for learners with high prior knowledge. The training comprised an introduction on how to process, integrate and reflect on texts and pictures with an additional training phase of 3 weeks. The study (N = 30) analyzed the effects of the training with regard to recall and comprehension performance in contrast to the no training group, which received an alternative program that was not related to text-picture integration. A regression analysis showed that the integration training was not overall beneficial but only for learners with increased levels of prior knowledge. Hence, training for coherence formation is beneficial for learning only when adequate knowledge structures are available to conduct the recommended steps of understanding and integrating text and picture.
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Project description:Understanding when learning begins is critical for identifying the factors that shape both the developmental course and the function of information acquisition. Until recently, sufficient development of the neural substrates for any sort of vocal learning to begin in songbirds was thought to be reached well after hatching. New research shows that embryonic gene activation and the outcome of vocal learning can be modulated by sound exposure in ovo. We tested whether avian embryos across lineages differ in their auditory response strength and sound learning in ovo, which we studied in vocal learning (Maluridae, Geospizidae) and vocal non-learning (Phasianidae, Spheniscidae) taxa. While measuring heart rate in ovo, we exposed embryos to (i) conspecific or heterospecific vocalizations, to determine their response strength, and (ii) conspecific vocalizations repeatedly, to quantify cardiac habituation, a form of non-associative learning. Response strength towards conspecific vocalizations was greater in two species with vocal production learning compared to two species without. Response patterns consistent with non-associative auditory learning occurred in all species. Our results demonstrate a capacity to perceive and learn to recognize sounds in ovo, as evidenced by habituation, even in species that were previously assumed to have little, if any, vocal production learning. This article is part of the theme issue 'Vocal learning in animals and humans'.
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Project description:An adaptive redundant speech transmission (ARST) approach to improve the perceived speech quality (PSQ) of speech streaming applications over wireless multimedia sensor networks (WMSNs) is proposed in this paper. The proposed approach estimates the PSQ as well as the packet loss rate (PLR) from the received speech data. Subsequently, it decides whether the transmission of redundant speech data (RSD) is required in order to assist a speech decoder to reconstruct lost speech signals for high PLRs. According to the decision, the proposed ARST approach controls the RSD transmission, then it optimizes the bitrate of speech coding to encode the current speech data (CSD) and RSD bitstream in order to maintain the speech quality under packet loss conditions. The effectiveness of the proposed ARST approach is then demonstrated using the adaptive multirate-narrowband (AMR-NB) speech codec and ITU-T Recommendation P.563 as a scalable speech codec and the PSQ estimation, respectively. It is shown from the experiments that a speech streaming application employing the proposed ARST approach significantly improves speech quality under packet loss conditions in WMSNs.
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Project description:Regarding the redundancy effect in multimedia learning environments, more consistency is needed in the theoretical assumptions and investigation of this effect. Current research lacks a comprehensive account of different redundant scenarios in which materials facilitate or inhibit learning and provides little conceptual guidance on how learning processes are affected by different types of redundancy. Theoretical assumptions refer to redundancy as a contentual overlap of information provided by the learning material; in this case, processing duplicated information strains the learners' limited cognitive capacities. Other assumptions refer to the role of processing limitations in working memory channels, including separate processing for visual and verbal information. In this case, an ineffective combination of sources leads to an overload of the limited working memory capacity. This paper reviews empirical research on the redundancy effect (63 studies) and classifies two types of redundancy: (1) content redundancy, and (2) working memory channel redundancy. From an instructional psychology perspective, the analyses reveal four different implementations of redundant scenarios: (1) adding narration to visualizations, (2) adding written text to visualizations, (3) adding written text to narration, and (4) adding written text to narrated visualizations. Regarding the effects of the two redundancy types within these scenarios, analyses indicate positive effects of content redundancy (affected by learners' prior knowledge), negative effects of working memory channel redundancy (regarding visualizations and written text), and positive effects of working memory channel redundancy (regarding narration and written text). Moreover, results point to factors that might moderate the effect of redundancy and illustrate interactions with existing multimedia effects. Overall, this review provides an overview of the state of empirical research and reveals that the consideration of both redundancy types provides further explanations in this field of research.
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Project description:BackgroundCharacteristics of both teachers and learners influence mathematical learning. For example, when teachers use hand gestures to support instruction, students learn more than others who learn the same concept with only speech, and students with higher working memory capacity (WMC) learn more rapidly than those with lower WMC. One hypothesis for the effect of gesture on math learning is that gestures provide a signal to learners that can reduce demand on working memory resources during learning. However, it is not known what sort of working memory resources support learning with gesture. Gestures are motoric; they co-occur with verbal language and they are perceived visually.MethodsIn two studies, we investigated the relationship between mathematical learning with or without gesture and individual variation in verbal, visuospatial, and kinesthetic WMC. Students observed a videotaped lesson in a novel mathematical system that either included instruction with both speech and gesture (Study 1) or instruction with only speech (Study 2). After instruction, students solved novel problems in the instructed system and transfer problems in a related system. Finally, students completed verbal, visuospatial, and kinesthetic working memory assessments.ResultsThere was a positive relationship between visuospatial WMC and math learning when gesture was present, but no relationship between visuospatial WMC and math learning when gesture was absent. Rather, when gesture was absent, there was a relationship between verbal WMC and math learning.ConclusionProviding gesture during instruction appears to change the cognitive resources recruited when learning a novel math task.
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Project description:IntroductionRedefining learning space beyond physical classrooms with fixed resources is necessary to address challenges of interprofessional learning in a clinical setting. This multimedia e-book introduces recognized team skills of shared mental models, situational awareness, and the SBAR (situation, background, assessment, and recommendation) communication tool for individual or small-group learning. The e-book was derived from work done to develop an interprofessional small-group interactive learning tool for use in a clinical environment where resources, including meeting space, time, and facilitators, were limited. It is designed for individuals early in their clinical training but who have had previous clinical experience.MethodsUtilizing readings, a series of videos, and reflective questions, a virtual narrator guides learners through an interactive case regarding a virtual chronic obstructive pulmonary disease patient preparing for discharge.ResultsThirty-two responders evaluated the learning content as being clinically relevant. Comments encouraged all health care providers to become familiar with these interprofessional tools.DiscussionElectronic, human, and space resources are often limited, especially in the clinical/education interface of the hospital or clinic environment for embedded interprofessional learning opportunities. The multimedia e-book provides a stand-alone learning resource for individuals or small groups of the same or different professions, with the opportunity for interactive learning with minimal space and human resource requirements.
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Project description:In second language and foreign language learning, demotivation in learning is a common occurrence. Almost all previous studies on learners' demotivation focused on traditional classroom learning environment rather than blended learning setting. This paper investigates learner perceptions of demotivating factors for Chinese EFL college students in blended learning context. 272 college sophomores with varied majors from a university in Mid-East China took part in a questionnaire survey. The questionnaire, consisted of 34 4-point Likert type items about learners' demotivation in a blended EFL learning environment, was adapted from Kikuchi's demotivation questionnaire and Xie's LPDS (Learner Perceptions of Demotivator Scale). An exploratory factor analysis was performed to explore the factor structure of the questionnaire items. Then mean scores of items loading on each factor were calculated and independent samples t-test analysis was adopted to examine the differences of demotivating factors between different groups of participants. Five demotivating factors from the questionnaire were extracted. The findings reveal a newly discovered factor: learners' lack of self-discipline in online learning. The paper indicates that there is no significant difference of these five demotivating factors between male and female learners, and between rural and urban learners. Whereas less motivated learners perceive four among the five factors to be more demotivating than more motivated learners.
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