Journal
AMERICAN JOURNAL OF PHYSICS
Volume 77, Issue 2, Pages 184-190Publisher
AMER ASSOC PHYSICS TEACHERS AMER INST PHYSICS
DOI: 10.1119/1.3028204
Keywords
computer aided instruction; educational courses; multimedia systems; physics education
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We compared the efficacy of multimedia learning modules with traditional textbooks for the first few topics of a calculus-based introductory electricity and magnetism course. Students were randomly assigned to three groups. One group received the multimedia learning module presentations, and the other two received the presentations via written text. All students were then tested on their learning immediately following the presentations as well as 2 weeks later. The students receiving the multimedia learning modules performed significantly better on both tests than the students experiencing the text-based presentations.
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