2. Amy Carter  EDET 780  Maymester 2011  Critique #1

3. Downs, Edward, Boyson, Aaron R., Alley, Hannah and Bloom, Nikki R. (2011). iPedagogy: using multimedia learning theory to iDentify best practices for MP3 player use in higher education. Journal of Applied Communication Research, 39: 2, 184-200. Retrieved May 11, 2011 DOI: 10.1080/00909882.2011.556137 URL: http://dx.doi.org/10.1080/00909882.2011.556137 http://dx.doi.org/10.1080/00909882.2011.556137 Article

4. Study Objective “To test how manipulating the affordance of modality on an MP3 player might differentially impact learning”

5. Hypotheses  H1: Multiple modes = better for information processing  H2: Audio/video = best combination of modes RQ1: Does size of screen impact learning? RQ2: Does size of screen influence evaluation of instructor?  H3: Student perception of iPod = intent to take courses that use the technology

6. Theoretical Framework: 2 Theories  Dual-modality: Learning occurs through two distinct channels – verbal and visual.  Referential Processing: Learning is maximized when channels are used simultaneously.  Multimedia Principle: Learning occurs best words and images are combined.  Modality Principle: Certain combinations improve performance. Dual-coding TheoryMultimedia Learning Theory

7. Participants and Procedure  119 undergraduate students  66 female; 52 male; 1 non-responder  Average age = 19.5  96% owned at least one MP3 player  Voluntary study for course credit  Recruited from a class in communication  Assessed in a 3-Part measure: control factors (ACT scores and previous experience), perceptions of iPods, retention of information

8. Method (3x2 Factorial Experiment)

9. Findings  H1: Supported  Dual modalities better than single modality  H2: Supported  Audio only: 56% accuracy  Audio/text: 60% accuracy  Audio/video: 71% accuracy RQ1and RQ2: Form factor (size of screen) does not matter  H3: Supported  Perceptions influence technology acceptance

10. Implications  Modality matters.  Two are better than one.  Findings are consistent with Multimedia Learning Theory.  Mode matters.  Pairing of audio and video showed the best outcome  Podcast vs. Vodcast? Podcast = most common Vodcast = most effective

11. Limitations and Future Research  Simulated learning environment  What happens in the real day-to-day classroom?  What happens when other theoretical principals are tested?  Students  What happens when learners are more diverse?  Single modality  How do visual and aural text differ as a single modality (eBook vs. audio book)?  Long-term effects  What are the effects of iPod use over time?

12. Conclusions  “Both the modality and mode through which information is disseminated should be considered carefully when designing instructional materials for use inside or outside the classroom.”  Learning improves when two sensory channels are used, and students scored best with the combination of audio and video; therefore, the use of vodcasts are more valuable than podcasts.  Form factor does not matter. iPods and computers are both effective content-dissemination tools.