Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
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