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- Genre: Art--Study and teaching--Arizona--Florence--Case studies.
- Genre: Handbooks and manuals
- Genre: Interactive multimedia--Evaluation.
![150051-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-08/150051-Thumbnail%20Image.png?versionId=bXR8rDycIRKIl9qs8JVxbcuwM21YzQcE&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240608/us-west-2/s3/aws4_request&X-Amz-Date=20240608T210221Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=452ba6feb834f340934c6efd1870ad962afb9ca0ceed3df259f7fd9d11f9b352&itok=X4lab-ba)
Description
The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load and intrinsic motivation, as well as the potential interaction between the two factors in a multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N = 21) to one of the six experimental conditions in a 2 X 3 factorial design with visual cueing (visual cues vs. no cues) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. They completed a pretest, subjective cognitive load questions, intrinsic motivation questions, and a posttest during the course of the experience. A subsample (49 out of 126) of the participants' eye movements were tracked by an eye tracker. The results revealed that (a) participants presented with visually cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations; and (b) cognitive load and intrinsic motivation had different impacts on learning in multimedia due to the moderation effect of visual cueing. There were no other significant findings in terms of learning outcomes, cognitive load, intrinsic motivation, and eye movements. Limitations, implications and future directions are discussed within the framework of cognitive load theory, cognitive theory of multimedia learning and cognitive-affective theory of learning with media.
ContributorsLin, Lijia (Author) / Atkinson, Robert (Thesis advisor) / Nelson, Brian (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2011
![151774-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-09/151774-Thumbnail%20Image.png?versionId=jpSVL3EayiQQn6F.a6CAthobvlw87EHV&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240612/us-west-2/s3/aws4_request&X-Amz-Date=20240612T023745Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=d559438c9fcb60ff8b3b33ee53ae67285134bcd9ce63a33140f0abad4fd5e4fc&itok=74KbsMJS)
Description
This study is intended as a catalyst to inspire new ways of thinking by educators, school administrators, and museum educators. It is a study of six K-12 art teachers who have both the technology and the opportunity at their school campuses to use collaborative videoconferencing as part of their instruction in multicultural art, linking their students to the resources of the Smithsonian Institute in Washington D.C. The art unit used for the purpose of this study was Latina/o art. Findings show the Smithsonian American Art Museum program to be of high quality and useful i students see the connection between identity of self and multicultural art.
ContributorsFosnight, Estelle (Author) / Erickson, Mary (Thesis advisor) / Stokrocki, Mary (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2013
![156389-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-09/156389-Thumbnail%20Image.png?versionId=DxUBiFwXyocg2K6kg6.ZX07uxAyGWoX3&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240611/us-west-2/s3/aws4_request&X-Amz-Date=20240611T025803Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=8ab1de9aa6360694d1bf9651665c8f5ebab0d546c4208c77f5a43a678bd0118d&itok=-4MU11Br)
Description
This handbook is aimed to develop a violist’s technique as they move from Georg Philipp Telemann’s Concerto for Viola, Strings, and Basso Continuo in G Major, TWV 51: G9 and begin the Carl Stamitz's Viola Concerto in D Major, Op. 1. Ten etudes and related exercises introduce and highlight various techniques, providing a comprehensive and methodical transition from one concerto to the next. These etudes are based on fragments of the Stamitz Concerto in an effort to directly relate technical development with performance skills.
ContributorsChien, Shao-Chuan Sylvia (Author) / Buck, Nancy (Thesis advisor) / Rockmaker, Jody (Committee member) / Landschoot, Thomas (Committee member) / Arizona State University (Publisher)
Created2018