The relationship between students' learning preferences and multimedia presentation preference
As our country is moving into a knowledge-based economy, the challenge today for educators is how to create and utilize computer-mediated technologies for enhanced learning process. However, there is still little evidence that supports computer-mediated technologies in Malaysian education. Thus, thi...
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| Main Authors: | , , , |
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| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
2007
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| Subjects: | |
| Online Access: | http://repo.uum.edu.my/1515/1/THE_RELATIONSHIP_BETWEEN_STUDENTS%27_LEARNING_PREFERENCES.pdf http://repo.uum.edu.my/1515/ |
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| Summary: | As our country is moving into a knowledge-based economy, the challenge today for educators is how to create and utilize computer-mediated technologies for enhanced learning process. However, there is still little evidence that supports computer-mediated technologies in Malaysian education. Thus, this study intended to examine the relationship between students’ learning preferences and the use of multimedia presentation graphics in the classroom atmosphere. There are number of studies that have been carried out on the use of multimedia elements in teaching but only a few studies have explored the link between students’ learning preferences and computer-mediate technology. The study was done based on Students Learning Preferences (VAK Inventory/Visual-Auditory-Kinetics Inventory) and Multimedia Presentation Graphics Scale (MPG). The participants of this study were students from two major courses namely Fundamental Multimedia taken by students majoring in multimedia and e-commerce, and World Wide Web (WWW) Technology courses taken as a minor subject for finance students. These participants consist of 286 students from 1st year students to 4th year students. The findings show that in some cases, that our participants indeed enjoyed the use of computer-mediated graphics in their class, whereas in other cases found that it was the use of computer-mediated graphics in business courses taught with computers, draws little participation from the students. In conclusion, the existing computer-mediated presentation graphic has inadvertently created an innovative way to learning, as well as enhancing students’ understanding on the subject being taught. Thus, this study aimed to provide the basic understanding of harmonizing computer-mediated graphic into business courses in general.
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