Date of Award

Spring 5-1-2009

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Media Technology

First Advisor

Susan Kiger

Second Advisor

Susan Powers

Third Advisor

Karen Chia Yu Liu

Abstract

This study examined whether interactive multimedia (IM) and interactive websites (IW) have an impact on Millennials' self-directed learning in Chinese pronunciation and tones. A set of multimedia kits and several interactive websites were adopted for the study. Twenty-six volunteer German high school girls were involved in this study and were divided into two groups for two treatment conditions. Condition 1 was that the first group of learners used IM and IW to self-study Chinese pronunciation and tones for 4 weeks. Condition 2 was that the second group of learners used not only IM and IW for self-directed learning but also received one-on-one online tutoring through instant messaging (the Skype). A mixed method was used to collect quantitative and qualitative data to compare the differences between the two treatment conditions. Quantitative data was determined by one pre-test, four weekly tests and one post-test. The quantitative data was analyzed by an independent two-tailed t test with .05 confidence level regarding the different learning outcomes between the two treatment conditions. Qualitative data was collected by 2 surveys and 26 one-on-one interviews. The data was reviewed for factors causing the different learning outcomes to understand the advantages and disadvantages of the IM and IW, and to find learners' attitudes. Although this study engaged a small sample of participants in only 4 weeks, the results of quantitative data analysis indicated that IM and IW increased self-directed study. The findings of qualitative data confirmed that both IM and IW mediated instruction and online tutoring developed positive attitudes and promoted an individualized instruction. The results suggested that student-centered instruction should be considered as a part ofpedagogies. For administrators, IT training programs and IM and IW mediated self-directed workshops should be provided. Computer or language labs should be equipped with high-speed Internet and multimedia capabilities with flexible access to students who are from remote areas with limited Internet access. For teachers, more IM and IW related materials should be adopted. For IM and I\V designers, features similar to the interactive animated Pedagogical Agent Learning companies (PALs) were recommended for inclusion to increase motivation and provide timely feedback. However, the generalization of the results needs further investigation with the involvement of a large sample of participants from mandated education and the duration should be longer than one month. The necessity and effects of PALs and the online tutoring should also be examined.

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