Type:

Other

Description:

We compared the efficacy of multimedia learning modules with traditional textbooks for the first few topics of a calculus-based introductory electricity and magnetism course. Students were randomly assigned to three groups. One group received the multimedia learning module presentations, and the other two received the presentations via written text. All students were then tested on their learning immediately following the presentations as well as 2 weeks later. The students receiving the multimedia learning modules performed significantly better on both tests than the students experiencing the text-based presentations.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

NSDL,Electrostatics,Education Foundations,Multimedia,Undergraduate (Lower Division),Gauss' Law,Physics Education Research,Electric Fields and Potential,Graduate/Professional,multimedia systems,Higher Education,Coulomb's Law,General Physics,Electricity & Magnetism,Physics,oai:nsdl.org:2200/20090507002320102T,physics education,computer aided instruction,educational courses,Education Practices,Electric Field,NSDL_SetSpec_439869,Assessment,Education,Technology

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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