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Designing Multimedia to Trigger and Maintain Situational Interest
Transcript of Designing Multimedia to Trigger and Maintain Situational Interest
Narration, and Text An Overview Designing Multimedia to Trigger and
Maintain Situational Interest Tonia A. Dousay & Robert Maribe Branch Cognitive Theory of Multimedia Learning Mayer Situational Interest Baird, Harackiewicz, Hidi, Renninger, et al. Situational Interest Cognitive Theory of Multimedia Learning Treatment Groups Participants Emergency medical personnel
Continuing education requirement
18-60 years old
male and female
48 participants Levene's Test of Homogeneity
- observed significant differences for each statement
- significant difference between groups all groups and statements except:
- ANT vs. Existing (statement 6)
- AN vs. Existing (statement 7)
- ANT vs. Existing (statement 7) Situational Interest Survey Recommended Modifications 1. Collect age, gender, and certification level
2. Completely randomize group assignment
3. Use a Learning Management System (LMS) for delivery
4. Ensure training length is approximately the same time length for all groups; allow user control
5. Incorporate feedback/interviews
6. Incorporate pre-test for comparison to post-test
7. Average item scores for ANOVA Existing Group Designs ANT