Learning with Technology Open House (Communication Studies Building, Room 164)

Date(s) - Wednesday
10:00 am - 12:00 pm


Presenters: Valdez, A., Homan, S., & Granger, L., Department of Communication Disorders

Time: 10:00am-12:00pm

Location: Communication Sciences Building, Room 164

Primary line of research deals with testing various theoretical Principles of Learning Using Technology. Over the past ten years this lab has conducted numerous studies aimed at investigating principles of learning that have utilized technology. Three lines of research have emerged and they include:

1. Feedback Effect – How does instant and summary feedback (Feedback Theory) interact with motivational cues (Goal Theory). Computer-based learning programs guide learners by offering some screen response (bang, pop, whistle, etc.) for each keyboard, mouse click, or screen touch. This line of inquiry investigate the interaction of “goal setting” as a motivational device with immediate and summary feedback by investigating how the introduction of a motivational devise (goal setting) moderates the type of feedback one receives in a computer-based lesson.

2. Active Learning Effect – This series of studies has investigated a number of principle-based approaches that are hypothesized to increase “active learning” while viewing a lesson that has been shown to encourage passive learning (narrated lesson). This line of research investigates an age old question in pedagogy “how can I keep my students engaged in learning?. These studies have investigated control conditions in comparison to two active learning approaches that have shown strong empirical and theoretical support.
a. Note-taking throughout lecture
b. Summary of ideas at intervals throughout lecture

3. Still Animation Effect – This is a more current line of studies aimed at investigating the effect of using still animation (pictures) to enhance retention and transfer of learning. No one would argue that including an illustration within a PowerPoint learning slide throughout a lecture may be aesthetically pleasing. However, aesthetically pleasing details in a lesson may distract the learner or add to the cognitive load of the lesson (i.e. seductive details effect). This investigation hopes to study further our understanding of how still pictures may best enhance learning when using a stand-alone multi-media computer-based lesson.