A phenomenographic study of students' attitudes toward the use of multiple media for learning

  • Authors:

  • Stavros Demetriadis;Evangelos Triantfillou;Andreas Pombortsis

  • Affiliations:

  • Aristotle University of Thessaloniki, Thessaloniki, Greece;Aristotle University of Thessaloniki, Thessaloniki, Greece;Aristotle University of Thessaloniki, Thessaloniki, Greece

  • Venue:
  • Proceedings of the 8th annual conference on Innovation and technology in computer science education
  • Year:
  • 2003

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Abstract

Multimedia offer a variety of coding formats for presenting information and this variability is generally valued as a positive characteristic of any multimedia learning environment. This study investigates the idea that students' attitudes concerning the use of multiple media for learning exhibit a considerable variability (different feelings, modes of use, preferences and dislikes) and information about these various stances may help designers and educators to better integrate and use multiple media for educational purposes. Employing a phenomenographic research methodology students' attitudes were recorded, categorised and related to parameters such as their learning styles. Results of the study indicate that a) visual dynamic media (animation and digital movies) capture students' interest and generate subjective feelings of better learning, b) digital movies may enhance the perceived authenticity of the educational setting and this also increases students' interest, c) students transfer to the digital medium the need for learning techniques that they use in the printed medium and experience feelings of restriction if the environment does not adequately support the same techniques or satisfactory alternatives, d) acceptance of audio varies significantly depending on perceptual preferences of students and e) students displaying a high abstract conceptualisation learning style express preference for studying more abstract content using printed matter.