Introduction – Why this topic?

• American Psychological Association style widely used

• Unfamiliar with updated APA guidelines• Exisiting resources inaccurate or tedious• Popularity of electronic resources• APA skills limit quality of research (Lewis, 2008)

• Personal Experience

Introduction – Why this topic?

Lusk, D., Evans, A., Jeffrey, T., Palmer, K., Wikstrom, C., & Doolittle, P. (2009, July). Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation. British Journal of Educational Technology, 40(4), 636-651. Retrieved August 10, 2009, doi:10.1111/j.1467-8535.2008.00848.x

Introduction – Why this topic?

Lusk, D., Evans, A., Jeffrey, T., Palmer, K., Wikstrom, C., & Doolittle, P. (2009). Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation. British Journal of Educational Technology, 40(4), 636-651. doi:10.1111/j.1467-8535.2008.00848.x.

Introduction – Why this topic?

Lusk, D., Evans, A., Jeffrey, T., Palmer, K., Wikstrom, C., & Doolittle, P. (2009). Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation. British Journal of Educational Technology, 40(4), 636-651. doi:10.1111/j.1467-8535.2008.00848.x.

Introduction – Why this topic?

Introduction – Why this topic?

• Purpose: Develop and evaluate the effectiveness of a web-based, interactive instructional module on APA style referencing for college students

Background

• Animation speed control and simple user interface allows deeper understanding (Chandler, 2009)

• Multimedia makes learning engaging and interactive (Huang, 2005)

• Segmentation enhances retention (Lusk, Evans, Jeffrey, Palmer, Wikstrom, & Doolittle, 2009)

• Presenting in audio and visual modes prevents split attention phenomenon (Mayer, 2008)

Design Methodology

Web-Based module with videos

Design Methodology

Web-Based module with videos

Design Methodology

Web-Based module with videos

Design Methodology

Web-Based module with videos

Design Methodology

Interactive tutorial

Design Methodology

Interactive tutorial

Design Methodology

Interactive tutorial

Design Methodology

Tests with feedback

Design Methodology

Tests with feedback

Formative Evaluation Methodology

• One to one with peers and expert• Small group test with 42 students (30

completed)• Pre-, practice, and posttest• Demographic and attitudinal surveys

Results and Findings

• Undergraduate and graduate students– 14 male and 16 female

• Some to no experience with APA• Age 19-52 years• Different fields of study• Use computer daily

Results and Findings

Results and Findings

Results and Findings

Results and Findings

Results and Findings

Results and Findings

Results and Findings

Results and Findings

Results and Findings

• 100% felt module was accessible• 100% felt instruction was clear• 100% thought information was manageable• 96% agreed media was NOT overwhelming• 96% agreed learning at own pace was helpful• 96% thought interactive exercises were helpful

Results and Findings

• Participants responded positively– “I liked being able to learn at my own leisure”– “Interactive tutorial was helpful. I learn by doing”– “The practice test prepared me for the posttest”– “Fun and engaging”– “Narration synchronized with visuals”– “Reviews at the end of each video were helpful”

Results and Findings

• Areas for improvement– “Videos could have more animation.”– “Add more interactive exercises.”– “Make the font on the tests bigger.”– “The ‘submit’ buttons on the surveys easily

confused with ‘next page’ buttons.”

Results and Findings

• Areas for improvement– “Submit” button easily overlooked

Results and Findings

• Areas for improvement– Link doesn’t stand out

Limitations

• Module was limited to referencing for electronic periodicals

• Referencing for other types of resources not covered

• Formatting for writing reports not included• Technology used may have limited data

collection

Recommendations

• Add audio to interactive exercises• Add more exercises to interactive portion• Add more animation to videos• Larger font on tests• Larger “submit” buttons• Larger links to direct from test to module• Face to face session

Conclusion

• Increase in all 30 of 30 participants’ pretest to posttest scores suggests instruction was effective

• More research must be done to determine if this module’s success may be repeated

Conclusion

• Valuable– 88% agreed information learned will be useful– “This was definitely helpful, and I know I will

be able to use this as I move forward in my own research.”

Thank you!

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e-mail: lyndah@hawaii.eduModule: http://www.apareferencing.weebly.com/