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  3. Dissertation for obtaining a master's degree in the field of educational technology, the effect of the mobile educational agent in multimedia on students' learning, memorization and learning motivation.

Dissertation for obtaining a master's degree in the field of educational technology, the effect of the mobile educational agent in multimedia on students' learning, memorization and learning motivation.

Number of pages: 156 File Format: word File Code: 29919
Year: 2014 University Degree: Master's degree Category: Educational Sciences
Tags/Keywords: administrative - Educational multimedia - Electronic learning - learning - Mobile educational agent - Motivation to learn. - Multi-media
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  • Summary of Dissertation for obtaining a master's degree in the field of educational technology, the effect of the mobile educational agent in multimedia on students' learning, memorization and learning motivation.

    Abstract

    The present research was conducted with the aim of investigating the effect of the presence of mobile educational factor in multimedia on learning, memorization and learning motivation of students in geography. To conduct the research, from among the statistical population of the research, which were all female students in the third year of middle school in District 4, District 6 of Tehran, due to the limited facilities and the lack of access to computer equipment in some schools, by examining the schools of District 4, Prophet Middle School was selected as an available sample. The intended sample size was 60 people, which included two classes of 30 people who were randomly selected from among the 7 available classes and each class was randomly exposed to education. Before the implementation of education on the students of both groups, two pre-tests related to educational content and learning motivation were implemented. In order to provide education, group 1 was trained through multimedia without educational agents and group 2 were trained through multimedia based on the educational agent created by the researcher. The content of the lesson was the same in both groups. In this study, researcher-made learning tests, a memory test parallel to the learning test and a geography lesson learning motivation test were used, after the validity and reliability of the test were appropriate. In data analysis, descriptive statistics (mean, standard deviation, standard deviation) and inferential indicators including covariance were used and calculated using spss software. The results showed that the use of educational factors in multimedia generally increases the motivation to learn. The group with the mobile educational factor in multimedia had a higher learning average than the control group, and there is a significant difference between the memory scores of the two groups. 

    Key words:

    Electronic learning, multimedia, educational multimedia, mobile educational agent, learning, memorization, motivation to learn.

    Introduction

    We make our tools, and after that, these tools make us (Grayson, Anderson, Zaree and Mohad translation, 1384 p. 9)

    The characteristics of the current world It is a rapid transformation that takes place in various scientific and industrial fields. Education, which is one of the most important areas of human learning, is not excluded from these changes today with the arrival of new technologies, because education is one of the most basic needs in these changes.

    Education is possible based on communication. In fact, communication is the main and fundamental axis of all educational interactions. Since the formation of communication is not possible without the presence of the media, therefore, the presence of the media is necessary for education. Education that uses both text, image, sound and animation in the direction of learning is placed in the field of multimedia.

    In fact, multimedia technologies are one of the new achievements that have greatly contributed to the expansion of knowledge in the field of information and in this field, they have been able to be effective in the field of advertising and mass communication and information in the field of education as well. so that the students can benefit from the advantages and merits of this achievement as much as possible so that the students will be more motivated and interested in learning the subjects and principles of the course and thus meaningful learning will be achieved in following effective learning.

    Considering that in today's countries, including in Iran, the production of educational multimedia is growing and the use of multimedia is expanding in different levels of education, enriching them in line with learning is significant and in this field An animated educational agent is a reality character that is designed to facilitate and enhance learning and is used in educational software containing an educational program or educational skill. However, one of the new fields in the field of educational multimedia is the existence of an educational agent as a guide throughout the multimedia learning environment, and recently the interest in using this educational agent is increasing. Learning took place in the geography course of the third year of middle school.

    Statement of the problem

    Studies show that the use of new technologies in traditional education increases the effectiveness of learning (Damens, 2003, quoted by Zamani, Abedi and Saeedi, p. 4).

    Currently, the creation of an electronic learning experience depends on a deep commitment to understanding the different characteristics of this medium and the ways through which this medium can be used in the best way to transfer learning. In fact, this learning takes place in the network and Internet environment, and sets of multimedia technologies are used in its creation (Grayson, Anderson, translated by Zaree and Mohd, 2014). In computer-based learning, the user, having preliminary information or receiving it from the computer through trial and error, problem solving, insight and creative activities, achieves new experiences and higher levels of learning. Educational software related to painting, animation, engineering and industrial design, educational games and conventional simulation programs are among these (Amir Timuri, 2016).

    Electronic learning has a great capacity to develop the educational horizon, and in this regard, it is necessary to enrich the field of multimedia. The mobile educational agent is proposed as an emerging issue in this field. Mobile educational agents have a huge potential power in supporting learning because they have the capabilities of simulating a learning environment, a real class (Wu [1], 2009 p. 202). Research findings show that because the mobile educational agent is considered as a social member similar to humans, they work with learners in environments that require effective communication and interactions. are interacting Therefore, the mobile learning agent produces more definite results in increasing group learning (Wu, 2009, p. 203).

    In fact, the educational agents are real characters that appear as presenters on the screen and are user guides throughout the multimedia learning environment (Clerbot and Heidik [2] 201, p. 28). Animation is not the same as a real teacher, and it cannot exist alone, so it needs to be located in a learning system to provide support for educational setup (Wu, 2009, p. 204).

    Now the question is whether the presence of educational agents in multimedia environments is useful? Coaching, modeling, testing. However, educational agents often have the role of an instructor or a trainer" (Schroder and Addisop [3] p. 43). On the other hand, Dunsworth and Attickson's research [4] under the title "Learning science through multimedia" indicates that the student learns better in the computer-based learning environment when there are also texts presented on the screen. In addition, the combination of simulation with the visual presence of an animated educational agent may encourage students to process information more deeply than when the narrative or text appears alone on the screen.

    "The use of educational agents in a multimedia learning environment leads to greater acceptance by learners because it simulates face-to-face human interactions" (Qarabaghi, 2019, p. 53). It is considered an intelligent education system (Schroder and Addisop, 2012). The findings indicate that the presence of emotions of the mobile educational agent can be used to optimize students' motivation and learning (Kim, Baylor, Shen and Pals[5] 2007).

    "Research on the use of multimedia learning tools has a history of more than twenty years. Two of these tools are: special teaching intelligent systems and educational agents" (Schroder and Edisop 2012 p.43).

    While a significant amount of time and resources are spent on the design and implementation of educational agents within the learning environment, recent advances in computer-based systems technology have made the use of educational agents more accessible and affordable for educators. slow For this reason, in this research, the effect of educational factor in multimedia on learning, memorization and learning motivation is investigated.

  • Contents & References of Dissertation for obtaining a master's degree in the field of educational technology, the effect of the mobile educational agent in multimedia on students' learning, memorization and learning motivation.

    List:

     

    Table of Contents

    Abstract

    Chapter One: General Research. 1

    Introduction. 2

    statement of the problem. 3

    The importance and necessity of research. 5

    Research objectives. 7

    Research hypotheses. 7

    Research variables. 8

    Definitions. 8

    Chapter Two: Research literature. 13

    Introduction. 14

    a) Theoretical foundations of research. 15

    Electronic learning. 15

    Definitions of electronic learning. 15

    Types of electronic learning. 19

    Terms in the field of electronic learning. 21

    Recommendations for a suitable e-learning software. 22

    Educational multimedia. 23

    Logic of multimedia presentation. 23

    Definitions of multimedia. 24

    Definitions of educational multimedia. 26

    History of educational multimedia. 26

    Elements of multimedia systems. 27

    Important points in designing educational animation. 30

    Characteristics of using animation in education. 31

    The reasons for using multimedia in education. 31

    Design principles in educational multimedia. 32

    Multimedia learning. 32

    The cognitive theory of multimedia learning. 32

    Basic hypotheses about the cognitive theory of multimedia learning. 34

    Cognitive processes in multimedia learning. 35

    Principles of multimedia learning design. 36

    Recommendations for using multimedia principles. 45

    Moving educational agent. 48

    Tips for designing educational agents. 48

    History of educational agents. 51

    Types of educational agents. 52

    Types of roles of educational agents. 53

    Examples of educational agents in the world 54

    Conditions of using the educational agent. 56

    Levels of design of mobile educational agent. 60

    Motivation. 63

    Motivation definition. 63

    Perspectives to motivation. 65

    factors of motivation. 69

    The basic principles of motivation for learning. 69

    Classification of motives 70

    The importance of motivation in learning. 70

    B) An overview of the researches conducted 68

    Researches conducted in Iran. 71

    Research done in other countries 75

    Chapter three: research method. 81

    Introduction. 82

    Research method. 82

    Research design. 82

    Statistical society. 83

    Statistical sample and sampling method. 83

    Research tools. 84

    Research implementation method. 86

    Finding analysis method 88

    Chapter four: data analysis 89

    Chapter five: conclusion, discussion and suggestions. 111

    Research findings. 113

    Proposals 118

    Research limitations and problems. 120

    Resources. 121

    Appendix. 132

    List of figures, tables and diagrams

    Figure 1-2 elements of multimedia system. 25

    Figure 2-2 Cognitive theory of multimedia learning. 33

    Figure 2-3 presenting some roles of educational agents. 53

    Figure 4-2 Laure A mobile educational agent. 54

    Figure 5-2 Mike..54

    Figure 6-2 Cosmo..55

    Figure 7-2 Pat..55

    Figure 2-8 Adele..55

    Figure 2-9 Conditions of using the teaching agent.57

    Figure 10-2 model of the design levels of the teaching agent.58

    Table 1-2 Roles of the teaching agent 60

    Table 1-4 frequency table. 90

    Table 4-2 Kalmgrove Smirnov test to check the normality of the dependent variable. 91

    Table 3-4 Levine test to check the homogeneity of variance error. 92

    Table 4-4 analysis of variance test to check the regression coefficients in two groups. 92

    Table 4-5 The results of the covariance analysis between the post-test of the two groups by removing the effect of the pre-test. 93

    Table 6-4 Independent t-test. 94

    Table 4-7 Mean and standard deviation of the variables in the two groups. 94

    Table 4-8 The analysis of variance test to check the regression coefficients in the two groups. 95

    Table 9-4 Levine's F test for Examining the homogeneity of variances in two groups. 96

    Table 10-4 Kalmgrove Smirnov test to check the normality of the dependent variable. 96

    Table 4-11 The results of the covariance analysis between the post-test of the two groups by removing the effect of the pre-test. 97

    Table 12-4 The mean and standard deviation of the variables in the two groups. 97

    Table 13-4 The analysis test Variance to check regression coefficients in two groups. 100

    Table 14-4 Levin's F test to check homogeneity100

    Table 14-4 Levine's F test to check the homogeneity of variances in two groups. 101

    Table 15-4 The results of the analysis of covariance between the post-test of the two groups by removing the effect of the pre-test. 101

    Table 16-4- Analysis of variance test to check the regression coefficients in two groups. 102

    Table 17-4 F test Levin to check the homogeneity of variances in two groups. 102

    Table 4-18- The results of covariance analysis between the post-test of the two groups by removing the pre-test effect. 103

    Table 4-19 The results of the covariance analysis between the post-test of the two groups by removing the pre-test effect. 103

    Table 20-4 Levin's F test to check the homogeneity of variances in the two groups. 104

    Table 4-21 The results of covariance analysis between the post-test of two groups by removing the effect of the pre-test. 104

    Table 22-4 The results of the analysis of covariance between the post-test of two groups by removing the effect of the pre-test. 105

    Table 23-4 Levin's F test to check the homogeneity of variances in the two groups. 105

    Table 24-4 The results of the analysis of covariance between the post-test of two groups by removing the effect of the pre-test. test. 106

    Table 4-25 The results of covariance analysis between the post-test of the two groups by removing the effect of the pre-test. 106

    Table 4-26 of Levin's F test to check the homogeneity of variances in the two groups. 107

    Table 4-27 The results of the covariance analysis between the post-test of the two groups by removing the effect of the pre-test. 107

    Table 28-4 of the analysis of variance test To check the regression coefficients in two groups. 108

    Table 29-4 Levin's F test to check the homogeneity of variances in two groups. 108

    Table 4-30 The results of covariance analysis between the post-test of the two groups by removing the effect of the pre-test. 109

    Source:

    Resources

    Farsi

    Islami, Mahmoud, Pakdel, Maryam and Parandak, Rahim (2008) Multimedia: software, construction and resources. Tehran: Institute of Iran.

    Eshraghi, Mehdi (2008) Analysis and evaluation of educational multimedia CDs of the Quran based on the design and production standards of educational multimedia. Unpublished thesis: Allameh Tabatabai University, Faculty of Educational Psychology.

    Amir Timuri, Mohammad Hossein (2008) Learning and teaching media identification, selection, selection, production and application. Tehran: Savalan.

    Anderson, Teri and Eloumi, Fati (2006) Electronic learning from theory to practice. (Azimi and Zamani translation) Tehran: Smart schools.

    Babaei, Mahmoud (2008) An introduction to electronic learning. Tehran: Research Institute of Information Science and Technology of Iran: Chapar.

    Barati, Akram (2004) Studying the design process of educational multimedia and presenting the model of multimedia based on constructivism approach. Unpublished thesis: Allameh Tabatabai University, Faculty of Psychology of Educational Sciences.

    Biyaban Gard, Ismail (1384) Research methods in psychology and educational sciences. Tehran: Doran.

    Parsa, Mohammad (1385) Educational Psychology. Tehran: Sokhn.

    John Marshall, Rio (2013) Motivation and excitement. Translated by Seyyed Yahya Mohammadi. Tehran: Edited.

    Khoramideh, Mitra (2015) Studying the educational effect of using interactive multimedia (CD) compared to non-interactive media (film) on increasing the speed, accuracy of learning and memorization of science lessons in the first grade of high school. Unpublished Thesis: Allameh Tabatabai University.

    Delavar, Ali (2007) Applied Probabilities and Statistics in Psychology and Educational Sciences. Tehran: Rushd.

    Doiran, Esmet (2006) Comparing the effectiveness of interactive and non-interactive multimedia on self-discipline of teacher training students in Zanjan. Unpublished thesis: Allameh Tabatabai University, Faculty of Psychology and Educational Sciences.

    Zofen, Shahnaz (2004) Application of new technologies in education. Tehran: Samt.

    Zanganeh, Hossein (2012) Designing, compiling and validating a model based on generative learning in order to increase high-level learning outcomes in high school biology students. Unpublished thesis: Allameh Tabatabai University. Faculty of Psychology and Educational Sciences. Sarmad, Zohra Bazargan, Abbas and Hejazi, Elaha (2012) Behavioral methods in educational sciences. Tehran: Aghah Institute.

    Seif, Ali Akbar (2009) The method of preparing a research paper. Tehran: Doran.

    Seif, Ali Akbar (1390) Building tools for measuring research variables in psychology and educational sciences. Tehran: Didar.

    Sif, Ali Akbar (2012) Modern Educational Psychology, Psychology of Learning and Education. Tehran: Doran.

    Sikar, Jan (2010). Electronic learning and digital library. Translation by Akbar Majidi. Tehran: Ketabdar.

    Sharp, V. (2007). The use of computers in the education of exceptional children. Exceptional Education Quarterly, 31-34.

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