Effects of didactical structuring of multimedia applications for learning
The use of multimedia material will increase in primary and secondary education in the next few years. This project focuses on the effects of didactical structuring of hypermedia learning environments that consist of multimedia material. When learning with hypermedia, students have a lot of room for exploration. Free exploration is often found to lead to higher motivation, however there is also a high risk of cognitive overload. Controlled environments, on the other hand, can prevent cognitive overload, although they also tend to reduce motivation.
This project seeks to find an optimal balance between cognitive load and motivation in hypermedia environments through didactical structure. An important theoretical as well as practical question concerns the optimal amount of structure which is needed for students to learn. From the theoretical perspectives of self-determination theory and cognitive load theory different effects are to be expected. These are tested using a quasi-experimental research approach. For the experiments video material from NTR (ED*IT) is used. The main focus of the first study is how control versus autonomy affects the students type of motivation and type of learning results when working with a hypermedia environment (ED*IT). In the second and third experiment the focus is on learner characteristics and the way they influence how learners handle advice within a hypermedia learning environment, and whether or not this differs for different types of tasks.
Gorissen, C. J. J., Kester, L., Brand-Gruwel, S., & Martens, R.L. (in Preparation). Inducing Germane Load by Increasing Motivation through Autonomy
Gorissen, C. J. J., Kester, L., Brand-Gruwel, S., & Martens, R.L. (in Preparation). Autonomous, Learner-controlled or System-controlled Learning in Hypermedia Environments: The Mediating Effects of Academic Self Regulation Style.
Gorissen, C. J. J., Kester, L., & Martens, R.L. (in Preparation). Following Advice in Hypermedia Learning Environments: The Influence of Reactive versus Reflective Autonomy.
And also:
Gorissen, C. J. J., Kester, L., & Martens, R.L. (2008). Effecten van didactische structurering van multimediale leermiddelen. Presented at the 4C/ID symposium, Rotterdam, Nederland.
Gorissen, C. J. J., Kester, L., & Martens, R.L. (2009, March).Optimizing the Structure of Hypermedia Instruction with regard to Cognitive Load and Motivation. Poster presented at the Third International Cognitive Load Theory Conference. Heerlen, The Netherlands
Gorissen, C. J. J., Kester, L., & Martens, R.L. (2009, March). Effecten van didactische structurering van multimediale leermiddelen. Presentatie op de Conferentie ‘Kennis van Waarde Maken’ van Kennisnet. Utrecht, Nederland.
Gorissen, C. J. J., Kester, L., & Martens, R.L. (2009, May). Het Optimaliseren van de Structuur van Hypermedia Instructies met betrekking tot Cognitieve Belasting en Motivatie. Poster presented at the 36h Onderwijs Research Dagen (ORD). Leuven, Belgium.
Gorissen, C. J. J., Kester, L., Brand-Gruwel, S., & Martens, R.L. (2010). The effects of control versus autonomy in hypermedia learning environments. Poster presented at the Self-Determination Theory Conference, Ghent, Belgium.
Gorissen, C. J. J., Kester, L., Brand-Gruwel, S., & Martens, R.L. (2010). De effecten van controle versus autonomie in hypermedia leeromgevingen. Paperpresentatie op de Onderwijs Research Dagen, Enschede, Nederland .
Gorissen, C. J. J., Kester, L., Brand-Gruwel, S., & Martens, R.L. (2011). De effecten van autonomie ondersteuning in hypermedia leeromgevingen. Paperpresentatie op de Onderwijs Research Dagen (ORD), Maastricht, Nederland .
Gorissen, C. J. J., Kester, L., Brand-Gruwel, S., & Martens, R.L. (2011). Didactische structurering van multimedia. Presentatie op de Conferentie ‘Vlootschouw: Opbrengsten van ict' van Kennisnet. Utrecht, Nederland.
Gorissen, C. J. J., Kester, L., Brand-Gruwel, S., & Martens, R.L. (2011) Supporting Feelings of Autonomy versus Learner Control in Hypermedia Learning Environments. Paper presented at the JURE conference. Exeter, UK.
Gorissen, C. J. J., Kester, L., Brand-Gruwel, S., & Martens, R.L. (2011) The Effects of Autonomous Learning on Cognitive Load and Learning Results. Paper presented at the EARLI conference. Exeter, UK.
Chantal Gorissen, PhD candidate
Dr. Liesbeth Kester, daily supervisor (co-promotor)
Prof. dr. Rob Martens, supervisor (promotor)
