Maintaining and increasing intrinsic motivation in multimedia learning environments is a challenge. Although there are design principles to provide guidance, there remains a question of how to measure the impact on learner interest. The current study examined the application of situational interest theory and proposes a modified survey adapted from the Situational Interest Survey to use in evaluating the effects of multimedia design on the interest of learners. Talking points of roundtable presentation at #AECT13

1. Measuring the Impact of Multimedia Design
on Situational Interest of Learners
Study
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SIS-MM
Situational Interest: how the immediate environment
influences your interest
1.
The multimedia presentation was interesting.
2.
The multimedia presentation grabbed my attention.
Two types: Triggered (initiating, enjoyable) & Maintained
(prolonged, meaningful)
3.
The multimedia presentation was often entertaining.
4.
The multimedia presentation was so exciting, it was
easy to pay attention.
5.
What I learned in the multimedia presentation is
fascinating to me.
6.
I am excited about what I learned in the multimedia
presentation.
Context: Online continuing education training for
emergency medical personnel
Impact: Combination of Redundancy & Modality had the
most impact on SI
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AN: 3.147 (SI-T), 3.43 (SI-M)
7.
I like what I learned in the multimedia presentation.
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AT: 3.732 (SI-T), 3.815 (SI-M)
8.
I found the multimedia presentation interesting.
9.
What I studied in the multimedia presentation is useful
for me to know.
10.
The things I studied in the multimedia presentation are
important to me.
11.
What I learned in the multimedia presentation can be
applied to my job.
12.
I learned valuable things in the multimedia
presentation.
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ANT: 3.628 (SI-T), 3.973 (SI-M)
Implications
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Repetition studies
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Relationship between combining principles
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Influence of segmenting
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Variance of pretest format
Tonia A. Dousay, Ph.D.
Instructional Technology
University of Wyoming
tdousay@uwyo.edu
http://www.uwyo.edu/profstudies/instech/
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