Lernsoftware im Fokus empirischer Medienwirkungs- und Mediennutzungsforschung Thomas Huk, Mattias Steinke, Christian Floto L3S – Open Day –

CRIMP Criteria of Evaluation of Audiovisuals in Multimedia Productions

Hypermedia Lernumgebung NavigationLern-Performance Lernprozess / Lernstrategie Using hypermedia devices for learning

Wie wird Lernsoftware genutzt und letztendlich das Lernen gefördert? Welchen Einfluss hat die Navigation auf den Lernprozess?

Welcher Zusammenhang besteht zwischen der Navigation und......Lerner-Charakteristika: Was macht der User mit der Software?...Software-Design: Was macht die Software mit dem User?

Wie wollen wir diese Fragen lösen ?

Log-File Dokumentation Lerner-Charakteristika - Lernstil - PC-Kenntnisse - fachspezifisches Vorwissen - dreidimensionales Vorstellungsvermögen Lern-Performance Wie wollen wir diese Fragen lösen ?

Chen & Macredie (2002): Cognitive styles and hypermedia navigation: development of a learning model Sherry Y. Chen & Robert D. Macredie (2002): Journal of the American Society for information science and technology, 53(1): 3-15

Non-linear Learning Learner ControlMultiple Tools Hypermedia Learning Systems Field Dependent IndividualsField Independent Individuals Passive Approach Externally Directed Global Fashion Active Approach Internally Directed Analytic Fashion Prefer guided Navigation Guided Learning Prefer Maps Independent Learning Prefer Free Navigation Prefer Index Users / Learners

Non-linear Learning Learner ControlMultiple Tools Hypermedia Learning Systems Field Dependent IndividualsField Independent Individuals Passive Approach Externally Directed Global Fashion Active Approach Internally Directed Analytic Fashion Prefer guided Navigation Guided Learning Prefer Maps Independent Learning Prefer Free Navigation Prefer Index Users / Learners

Non-linear Learning Learner ControlMultiple Tools Hypermedia Learning Systems Field Dependent IndividualsField Independent Individuals Passive Approach Externally Directed Global Fashion Active Approach Internally Directed Analytic Fashion Prefer guided Navigation Guided Learning Prefer Maps Independent Learning Prefer Free Navigation Prefer Index Users / Learners

Non-linear Learning Learner ControlMultiple Tools Hypermedia Learning Systems Field Dependent IndividualsField Independent Individuals Passive Approach Externally Directed Global Fashion Active Approach Internally Directed Analytic Fashion Prefer guided Navigation Guided Learning Prefer Maps Independent Learning Prefer Free Navigation Prefer Index Users / Learners

CRIMP: Hypotheses Different learner characteristics as outlined before influence the navigation process / behavior. The navigation design and the use of different navigation tools influence the navigation process / behavior. The design of content modules (nodes) together with a certain instruction influences the navigation process / behaviour e.g. more signs in animations lead to a more frequent use of the glossary. e.g. the presence of Quicktime VR leads to a more intensive use of an offered quiz.

Four steps of the experiment 1.Tests with about 80 students at 2 schools in Braunschweig with the four variants of the CD: optimization of the questionnaires and first pre-results of performance and learning efficiency, presented at the EDEN annual conference in Granada. 2.Tests with about 80 Students at the University of Braunschweig: Presentation of the movie ATP-synthase by LCD projector. Data collection almost finished and data analysis ongoing.

Four steps of the experiment 3.Tests with about 300 students at schools in Germany. More are expected to take part. Tests directly at the schools, usage of the software 2 x 20 minutes. Ongoing data collection. 4.Tests for the next year planned with - bilingual schools in Germany (English version) - people of other countries e.g. Sweden (English version) - notebook classes in Austria (extended use of the CD) - more students in Germany (extended use of the CD)