The Effects Of Graphics And Animation With Worked Examples In The Teaching Of Electrolysis On Learners With Different Cognitive Styles

This study investigated the impact of worked example effect and animated graphic effect in worked example in multimedia learning courseware towards learners‟ achievement for learners with different cognitive styles.Three different presentation modes of multimedia learning courseware, namely (i) Exam...

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Main Author:	Low, Boon Peng
Format:	Thesis
Language:	English
Published:	2013
Subjects:	LC5800-5808 Distance education.
Online Access:	http://eprints.usm.my/43779/1/Low%20Boon%20Peng24.pdf
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id	my-usm-ep.43779
record_format	uketd_dc
spelling	my-usm-ep.437792019-04-12T05:26:18Z The Effects Of Graphics And Animation With Worked Examples In The Teaching Of Electrolysis On Learners With Different Cognitive Styles 2013-02 Low, Boon Peng LC5800-5808 Distance education. This study investigated the impact of worked example effect and animated graphic effect in worked example in multimedia learning courseware towards learners‟ achievement for learners with different cognitive styles.Three different presentation modes of multimedia learning courseware, namely (i) Example with Static Graphic mode (ESG), (ii) Worked Example with Static Graphic mode (WESG) and (iii) Worked Example with Animated Graphic mode (WEAG), were systematically designed and developed to serve the purpose of this study. This quasi-experimental study employed a 3 x 2 factorial design by taking the three different presentation modes of multimedia learning courseware (ESG, WESG and WEAG) as the independent variable and the learners‟ cognitive styles of field-dependence/field-independence (FD/FI) as the moderator variable. The dependent variable was the learners‟ achievement score. Descriptive and inferential statistics were performed to analyse the data. The analyses revealed that learners who learned with WESG mode performed significantly better compared to those who learned with ESG mode. When the learners‟ cognitive styles were taken into consideration, the FD learners who learned with WESG mode performed significantly better compared to FD learners who learned with ESG mode. Among FI learners, the FI learners who learned with WESG mode performed significantly better compared to FI learners who learned with ESG mode. When taking the learners as whole, the analyses also revealed that learners who learned with WEAG mode does not performed significantly better compared to those who learned with WESG mode. 2013-02 Thesis http://eprints.usm.my/43779/ http://eprints.usm.my/43779/1/Low%20Boon%20Peng24.pdf application/pdf en public masters Universiti Sains Malaysia Pusat Pengajian Pendidikan Jarak Jauh
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	LC5800-5808 Distance education.
spellingShingle	LC5800-5808 Distance education. Low, Boon Peng The Effects Of Graphics And Animation With Worked Examples In The Teaching Of Electrolysis On Learners With Different Cognitive Styles
description	This study investigated the impact of worked example effect and animated graphic effect in worked example in multimedia learning courseware towards learners‟ achievement for learners with different cognitive styles.Three different presentation modes of multimedia learning courseware, namely (i) Example with Static Graphic mode (ESG), (ii) Worked Example with Static Graphic mode (WESG) and (iii) Worked Example with Animated Graphic mode (WEAG), were systematically designed and developed to serve the purpose of this study. This quasi-experimental study employed a 3 x 2 factorial design by taking the three different presentation modes of multimedia learning courseware (ESG, WESG and WEAG) as the independent variable and the learners‟ cognitive styles of field-dependence/field-independence (FD/FI) as the moderator variable. The dependent variable was the learners‟ achievement score. Descriptive and inferential statistics were performed to analyse the data. The analyses revealed that learners who learned with WESG mode performed significantly better compared to those who learned with ESG mode. When the learners‟ cognitive styles were taken into consideration, the FD learners who learned with WESG mode performed significantly better compared to FD learners who learned with ESG mode. Among FI learners, the FI learners who learned with WESG mode performed significantly better compared to FI learners who learned with ESG mode. When taking the learners as whole, the analyses also revealed that learners who learned with WEAG mode does not performed significantly better compared to those who learned with WESG mode.
format	Thesis
qualification_level	Master's degree
author	Low, Boon Peng
author_facet	Low, Boon Peng
author_sort	Low, Boon Peng
title	The Effects Of Graphics And Animation With Worked Examples In The Teaching Of Electrolysis On Learners With Different Cognitive Styles
title_short	The Effects Of Graphics And Animation With Worked Examples In The Teaching Of Electrolysis On Learners With Different Cognitive Styles
title_full	The Effects Of Graphics And Animation With Worked Examples In The Teaching Of Electrolysis On Learners With Different Cognitive Styles
title_fullStr	The Effects Of Graphics And Animation With Worked Examples In The Teaching Of Electrolysis On Learners With Different Cognitive Styles
title_full_unstemmed	The Effects Of Graphics And Animation With Worked Examples In The Teaching Of Electrolysis On Learners With Different Cognitive Styles
title_sort	effects of graphics and animation with worked examples in the teaching of electrolysis on learners with different cognitive styles
granting_institution	Universiti Sains Malaysia
granting_department	Pusat Pengajian Pendidikan Jarak Jauh
publishDate	2013
url	http://eprints.usm.my/43779/1/Low%20Boon%20Peng24.pdf
_version_	1747821277862690816

The Effects Of Graphics And Animation With Worked Examples In The Teaching Of Electrolysis On Learners With Different Cognitive Styles

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