Introduction – Why this topic?
• American Psychological Association style
widely used
• Unfamiliar with updated APA guidelines
• Exisiting resources inaccurate or tedious
• Popularity of electronic resources
• APA skills limit quality of research (Lewis, 2008)
• Personal Experience
Introduction – Why this topic?
Lusk, D., Evans, A., Jeffrey, T., Palmer, K., Wikstrom, C.,
& Doolittle, P. (2009, July). Multimedia learning and
individual differences: Mediating the effects of
working memory capacity with segmentation. British
Journal of Educational Technology, 40(4), 636-651.
Retrieved August 10, 2009, doi:10.1111/j.14678535.2008.00848.x
Introduction – Why this topic?
Lusk, D., Evans, A., Jeffrey, T., Palmer, K., Wikstrom, C.,
& Doolittle, P. (2009). Multimedia learning and
individual differences: Mediating the effects of
working memory capacity with segmentation. British
Journal of Educational Technology, 40(4), 636-651.
doi:10.1111/j.1467-8535.2008.00848.x.
Introduction – Why this topic?
Lusk, D., Evans, A., Jeffrey, T., Palmer, K., Wikstrom, C.,
& Doolittle, P. (2009). Multimedia learning and
individual differences: Mediating the effects of
working memory capacity with segmentation. British
Journal of Educational Technology, 40(4), 636-651.
doi:10.1111/j.1467-8535.2008.00848.x.
Introduction – Why this topic?
Introduction – Why this topic?
• Purpose: Develop and evaluate the
effectiveness of a web-based, interactive
instructional module on APA style referencing
for college students
Background
• Animation speed control and simple user
interface allows deeper understanding (Chandler,
2009)
• Multimedia makes learning engaging and
interactive (Huang, 2005)
• Segmentation enhances retention (Lusk, Evans,
Jeffrey, Palmer, Wikstrom, & Doolittle, 2009)
• Presenting in audio and visual modes prevents
split attention phenomenon (Mayer, 2008)
Design Methodology
Web-Based module with videos
Design Methodology
Web-Based module with videos
Design Methodology
Web-Based module with videos
Design Methodology
Web-Based module with videos
Design Methodology
Interactive tutorial
Design Methodology
Interactive tutorial
Design Methodology
Interactive tutorial
Design Methodology
Tests with feedback
Design Methodology
Tests with feedback
Formative Evaluation Methodology
• One to one with peers and expert
• Small group test with 42 students (30
completed)
• Pre-, practice, and posttest
• Demographic and attitudinal surveys
Results and Findings
• Undergraduate and graduate students
– 14 male and 16 female
•
•
•
•
Some to no experience with APA
Age 19-52 years
Different fields of study
Use computer daily
Results and Findings
Results and Findings
Results and Findings
Results and Findings
Results and Findings
Results and Findings
Results and Findings
Results and Findings
Results and Findings
•
•
•
•
•
•
100% felt module was accessible
100% felt instruction was clear
100% thought information was manageable
96% agreed media was NOT overwhelming
96% agreed learning at own pace was helpful
96% thought interactive exercises were helpful
Results and Findings
• Participants responded positively
– “I liked being able to learn at my own leisure”
– “Interactive tutorial was helpful. I learn by doing”
– “The practice test prepared me for the posttest”
– “Fun and engaging”
– “Narration synchronized with visuals”
– “Reviews at the end of each video were helpful”
Results and Findings
• Areas for improvement
– “Videos could have more animation.”
– “Add more interactive exercises.”
– “Make the font on the tests bigger.”
– “The ‘submit’ buttons on the surveys easily
confused with ‘next page’ buttons.”
Results and Findings
• Areas for improvement
– “Submit” button easily overlooked
Results and Findings
• Areas for improvement
– Link doesn’t stand out
Limitations
• Module was limited to referencing for
electronic periodicals
• Referencing for other types of resources not
covered
• Formatting for writing reports not included
• Technology used may have limited data
collection
Recommendations
•
•
•
•
•
•
•
Add audio to interactive exercises
Add more exercises to interactive portion
Add more animation to videos
Larger font on tests
Larger “submit” buttons
Larger links to direct from test to module
Face to face session
Conclusion
• Increase in all 30 of 30 participants’ pretest to
posttest scores suggests instruction was
effective
• More research must be done to determine if
this module’s success may be repeated
Conclusion
• Valuable
– 88% agreed information learned will be useful
– “This was definitely helpful, and I know I will
be able to use this as I move forward in my
own research.”
Thank you!
?
e-mail: lyndah@hawaii.edu
Module: http://www.apareferencing.weebly.com/