Education Commons^™

Teaching Complex Content In Healthcare: A Comparison Of The Effect Of Three Types Of Multimedia Pretraining On Schematic Knowledge And Near Transfer, Melisa Patrice Kaye

Doctoral Dissertations

Challenged to teach complex content to students, university educators in healthcare disciplines face a practical need for effective pedagogical approaches. The preponderance of multimedia and digital resources in and beyond college classrooms suggests that solutions to teaching complex content should leverage educational technology and multimedia resources. The multimedia principle of pretraining is one effective way to augment complex content learning. The pretraining principle specifies that learning is more effective when the names and characteristics of main terms and concepts are introduced before more nuanced and complex content is presented.

The purpose of this study was to investigate three approaches to …

The Influence Of Multimedia Podcast-Aided Video-Analysis To Transfer Evidence-Based Practices And Alter Novice Special Education Teachers’ Schema Development, Jason Davis

Doctoral Dissertations

The Federal mandates established under the Individuals with Disabilities Education Act (2004) requires special education teachers to use evidence-based practices to support diverse student needs. With this legislation came an increase in research to identify practices that are effective with this population. While this work has identified a number of evidence-based practices, there is little evidence showing these practices are transferred to the classroom. Researchers and educators have long sought to understand how to reduce the gap between research findings and teacher practice. For special education, the federal mandate further emphasizes this need and puts closing the gap between research …

Use Of Multimedia Games For Biology Vocabulary Instruction, Ian Murray

Doctoral Dissertations

Vocabulary knowledge is considered fundamental to learning. However, students typically find learning scientific vocabulary quite difficult, and that is especially true for biology vocabulary. Games are well established as effective tools for vocabulary instruction. Multimedia instruction is likewise recognized as aiding vocabulary learning. To date, however, there seems have been little examination of the use of multimedia games in biology vocabulary instruction. This study, therefore, compared the effectiveness of digital multimedia games and traditional instruction in teaching biology vocabulary.

A two-group, quasi-experimental study was carried out over the course of 61 days. Participants were a convenience sample of 10 high …