Development And Effects Of An Interactive Multimedia Learning Environment (Imle) In Learning Autism Behavioral Symptoms
This research was focused to develop and evaluate the effectiveness of a multimedia learning environment with the purpose of increasing learners’ knowledge, awareness as well as perceived motivation towards learning of autism behavioral symptoms. An Interactive Multimedia Learning Environments (I...
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| Format: | Thesis |
| Language: | English |
| Published: |
2013
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| Subjects: | |
| Online Access: | http://eprints.usm.my/43509/1/Jasni%20Bin%20Dolah24.pdf |
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| Summary: | This research was focused to develop and evaluate the effectiveness of a multimedia
learning environment with the purpose of increasing learners’ knowledge, awareness as
well as perceived motivation towards learning of autism behavioral symptoms. An
Interactive Multimedia Learning Environments (IMLE) was developed by integrating
relevant learning theories and multimedia principles to provide learners with an
interactive content experience. The objective of this research was to study the effects of
IMLE as measured by Knowledge Awareness Scale (KAS) in terms of Design Strategies,
Gender, Learning Styles and perceived motivation. This research employed a quasiexperimental
research with purpose to investigate the effects of two presentation modes:
Presentation Mode 1 (Modality Principle) and Presentation Mode 2 (Redundancy
Principle). The sample of this study consists of special education pre service teacher who
were taking special education courses at local public universities. The total population
size of 550 was selected and based on Krejcie and Morgan (1970) table; around 225
samples was selected for the final treatment. The study used several instruments in
ensuring the consistency of the outcome during the treatment. The first instrument was
the Index of Learning Styles (ILS) developed by Felder and Soloman (1994) with
purpose to identify the learning style preferences of the respondents. A second instrument
was the Knowledge Awareness Scale (KAS) which requires respondents to self-assess
the instrument before and after the presentation modes. The last instrument was the
Instructional Material Motivation Scale (IMMS) developed by Keller (2006) which
measure the perceived motivation after respondents have completed with KAS 2. |
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