Designing and Training of Interactive Multimedia Software based on Meyer's learning Theory and its effect on reading comprehension skill to Non-Persian Speakers
1. Introduction To achieve the purpose of this research, which is to evaluate the effect of multimedia interactive software on learning Persian cultural tourism texts by non-Persian language learners, the authors give special attention to Mayer’s (2001) approach in designing and compiling multimedia...
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| פורמט: | Article |
| שפה: | פרסית |
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Alzahra University
2025-02-01
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| סדרה: | زبان پژوهی |
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| גישה מקוונת: | https://zabanpazhuhi.alzahra.ac.ir/article_6336_7e8d743a8a6280240a743736b586f2e7.pdf |
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| סיכום: | 1. Introduction
To achieve the purpose of this research, which is to evaluate the effect of multimedia interactive software on learning Persian cultural tourism texts by non-Persian language learners, the authors give special attention to Mayer’s (2001) approach in designing and compiling multimedia content through software. Storyline software version 3 has been used to provide the necessary context for more effective and deeper learning of concepts.The present study is designed to answer the following questions:What is the rate of learning cultural tourism texts for upper-intermediate students taught using Storyline software?Is the multimedia educational content produced by Storyline software adapted with Mayer's principles?Mayer (2001), based on his research on the design and construction of multimedia, proposed seven principles for the production of educational multimedia. These principles are:Multimedia Principle – People learn better from words and pictures than from words alone.Coherence Principle – People learn better when extraneous words, pictures, and sounds are excluded rather than included.Contiguity Principle – People learn better when corresponding words and pictures are presented near each other, rather than far from each other, on the page or screen simultaneously.Segmenting Principle – People learn better when a multimedia lesson is presented in learner-controlled segments, rather than as a continuous unit.Pre-training Principle – People learn better from a multimedia lesson when they know the names and behaviors of system components.Modality Principle – People learn better when words are presented as narration rather than on-screen text.Personalization Principle – People learn better from multimedia lessons when words are in conversational style rather than a formal style. 2. Materials and methodsThe research method is quasi-experimental. The statistical sample in this study consisted of 30 Iraqi upper-intermediate level students, aged between 23 and 50, who were studying at the Persian language teaching center of Mazandaran University during the 1401-1400 academic year. Using the available sampling method, the students were divided into two groups of 15: the experimental group and the control group, each in its own classroom. The experimental group underwent 8 training sessions, each lasting 75 minutes, using multimedia interactive software. The main research tools were pre-test and post-test. A pre-test was administered to both groups. The experimental group was trained with the interactive Storyline software, while the control group received training with the updated electronic content. 3. Results and discussionIn the present study, 30 Iraqi students were divided into two groups (15 in the experimental group and 15 in the control group) to evaluate the effect of using the electronic content of Storyline software on the learning of cultural tourism texts. The students were compared across three testing stages: pre-test, post-test, and delayed post-test.An alpha level of α = 0.05 was considered as the acceptable threshold for significance. The Shapiro-Wilk test was used to check the normality of variable distribution. To test the first hypothesis, an Analysis of Covariance (ANCOVA) was conducted using a mixed-method (Split Plot) design, and Wilks' Lambda was used as the statistical characteristic test. To examine the second hypothesis, the Content Validity Index (CVI) and the Interclass Correlation Coefficient (ICC) were employed.A Comparison of the post-test results between the experimental and control groups using an independent samples t-test showed a statistically significant difference between the performance of the experimental and control groups. The average scores in the control and experimental groups were 9.73 and 13, respectively, indicating that training through multimedia software in the experimental group was more effective. Additionally, students in the experimental group showed significant improvement in the delayed post-test, performing better than those in the control group.The second hypothesis was that the educational content of the storyline software is in line with Mayer's weekly principles. To test this hypothesis, a written interview was conducted with both groups. The interview consisted of 10 three-choice items and open-ended questions. The responses were analyzed to assess the relevance of the scientific-educational content of the storyline software to Mayer's principles using the Content Validity Index (CVI) and the Inter-Branch Correlation Coefficient (ICC). 4. ConclusionThe purpose of this study was to investigate the effectiveness of using Storyline software in teaching cultural tourism texts to upper-intermediate Persian learners. For this purpose, 30 language learners were divided into control and experimental groups. The research hypothesis posited that there would be a significant difference in learning outcomes between learners who were taught using multimedia software and those who were taught using PDF files or lectures. These findings are supported by previous research, including studies by Tajeddin & Nemati (2012), Vakilifard et al. (2012), Saeedi & Sharafinezhad (2013), Mirzaeian (2014), Rao, Dowrick, & Yuen (2009), all of which emphasize the effect of multimedia learning on learning. The results are in line with the hypothesis of the present study, which highlights the effectiveness of researcher-developed multimedia software in teaching Persian to non-Iranian learners. To test the second hypothesis that the scientific-educational content of Storyline software is compatible with Meyer's seven principles, a written interview was conducted with five experts. The Content Validity Index (CVI) and the Inter-Branch Correlation Coefficient (ICC) were used to assess the validity and reliability of the content. Based on the results, the hypothesis that the educational content follows Mayer’s principles was confirmed. These findings are consistent with those of Avazzadeh (2005) and support the notion that multimedia content designed according to Mayer’s standards enhances learning outcomes. Moreover, such content significantly increases learners’ motivation and attention to educational material.In conclusion, applying an appropriate model for designing electronic content using multimedia educational software can make the teaching-learning process more useful and effective. |
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| ISSN: | 2008-8833 2538-1989 |