Seungoh Paek

The role of modality in virtual manipulative design

The current study examines aspects of multimedia design in virtual learning environments. It compares touch and mouse input methods in conjunction with audio and visual feedback in an effort to improve young childrens math learning. Fifty-nine (N=59) second grade students played Puzzle Blocks (PBs), a virtual manipulative designed to introduce students to the concept of multiplication through repetitive addition. All participants showed significant learning outcomes after playing PBs for five sessions. The results show that having auditory feedback is a more influential factor than input method. Implications are discussed.

Maximizing quality class time using computers for a flipped classroom approach

This study presents a two-course sequence of graduate instructional design courses that were developed and implemented using a flipped classroom model for both online and face-to-face contexts. This model is an instructional strategy that reverses what is traditionally done at home and what is done at school, such as watching video lectures at home and working authentic problems in class. The presentation will 1) demonstrate how the two courses were designed and developed, 2) share findings from student responses on surveys regarding perceptions and satisfaction with the new model, and 3) discuss the successes and challenges of implementing these courses.

Spatial Contiguity and Incidental Learning in Multimedia Environments.

Drawing on dual-process theories of cognitive function, the degree to which spatial contiguity influences incidental learning outcomes was examined. It was hypothesized that spatial contiguity would mediate what was learned even in the absence of an explicit learning goal. To test this hypothesis, 149 adults completed a multimedia-related task under the guise of usability testing. As participants interacted with the environment, incidental learning material was displayed on the screen with varying degrees of spatial contiguity and without explanation. Upon completion of the task, participants were administered an unexpected retention test assessing their knowledge of the incidental learning material. The results produced clear evidence that spatial contiguity influenced what was learned automatically without conscious processing. The paper ends with a discussion of the implications of dual-process theories for multimedia learning design and research. [ABSTRACT FROM AUTHOR]

Spatial contiguity and implicit learning in hypertext

The study is interested in how the spatial contiguity principle mediates implicit learning in a hypertext environment.