The Effect Of Interactivity Between Learner And Material, Feedback Form To Multimedia Learning

Multimedia learning is one of the most important study paths in nowadays,while educators focused on how instructors can help students construct a meaningful model of a causal system by using multimedia technologies.This research based on cognitive theory of multimedia learning(CTML),cognitive load theory(CLT),dual-code theory(DCT), and interactive theory,it was to extend past research on multimedia learning by examining the role of dual code and interactivity in promoting scientific understanding.Investigated the influence of different code to students' learning,whether interactivity was conducive to students' learning from the multimedia program.We investigated the effect of different feedback forms to students' learning and the effect of increasing germane cognitive load to students' learning under the interactive conditions.There are two experiments in present study with the materials on the process of lightning formation,which were presented by multimedia. Participants were under-graduates' Major in Education Science.In experimentⅠ,we investigated that presenting students with dual representations promoted deeper learning than presenting students with only one representation,and the effect of interactivity to students' learning.In experimentⅡ,under the interactive conditions,we investigated the effect of different feedback forms(I-SF,I-UF)to students' learning,that is to say,which feedback form is more conducive to students' learning.Besides,we investigated whether students' learning improved by increasing germane cognitive load.In experiment we employed a between-subjects design,2(factorl: interactive,non-interactive)×3(factor2:P,W,WP).In experimentⅡ,there were two groups and participants learn the materials,under the interactive condition,Groupl accepted system-feedback,Group2 accepted user-feedback.We got the following conclusion:First,students learn best when the instructional materials present two representation codes rather than one,i.e,presenting students with WP better than P and W.Second,interactivity hurt students' learning from the multimedia program.Group NI students' learning scored higher than Group I.Third,under the interactive conditions,different feedback forms had the different influence to students' learning.Group I-UF students' learning effect are better than Group I-SF,and effective interactivity required feedback designs that invited learners to evaluate their own actions before submitting their answers for feedback.Finally,we found that students' learning improved by increasing germane cognitive load,just improved the scored of transfer test.