The Interaction Between Lecture and Computer-Mediated Instruction of Glacier Science

• In Event: 49.089 - Poster Session 9
  In Poster Session: 49.089-4 - Exploring the Current Landscape of Technology, Instruction, Cognition, and Learning

Abstract

The instructional design of the animation applied multimedia-learning theory to reduce learners’ extraneous cognitive loads but in its current state insufficiently meets the needs of germane cognitive load that increases student’s effort to construct knowledge. Moreover, intrinsic motivation resulting from the use of the animation, though enhanced in certain regards, is, nevertheless, still inadequate for autonomous learning. Students need self-determined motivation to deeply engage in learning contexts in the animation. Self-determination theory indicates that social-contextual factors have the potential to strengthen this motivation. Thus, this study suggests that the integration of animation into face-to-face teaching in the classroom will maximize its effectiveness and provide a high-quality learning environment for glacier science education.

Authors

• Kuang-Chen Hsu, University of Notre Dame

• Levi R Houk, The University of Kansas

• Richard Branham, The University of Kansas

• Hsu Yu-Ping, The University of Kansas