Effects of Multimedia-based Instructional Designs for Arabic Language Learning among Pupils of Different Achievement Levels
The purpose of this study is to investigate the effects
of modality principles in instructional software among first grade
pupils- achievements in the learning of Arabic Language. Two modes
of instructional software were systematically designed and
developed, audio with images (AI), and text with images (TI). The
quasi-experimental design was used in the study. The sample
consisted of 123 male and female pupils from IRBED Education
Directorate, Jordan. The pupils were randomly assigned to any one of
the two modes. The independent variable comprised the two modes
of the instructional software, the students- achievement levels in the
Arabic Language class and gender. The dependent variable was the
achievements of the pupils in the Arabic Language test. The
theoretical framework of this study was based on Mayer-s Cognitive
Theory of Multimedia Learning. Four hypotheses were postulated
and tested. Analyses of Variance (ANOVA) showed that pupils using
the (AI) mode performed significantly better than those using (TI)
mode. This study concluded that the audio with images mode was an
important aid to learning as compared to text with images mode.
[1] Al-Barakat, A., & Khaza', T. (2008). Design Criteria of Instructional
Illustrations and their Employment in the Teaching - Learning Process
of the First Three Primary Grades. Journal of Science Education and
Human, 20(1), 84-127.
[2] Alttaher, A. (2006). The relationship between spatial composition of
images of fixed and animated multimedia programs and educational
attainment. Unpublished master dissertation, Helwan University, Egypt
[3] Schar, and Kaiser, J. (2006): Revising (multi-) media learning principles
by applying a differentiated knowledge concept. In International
Journal of Human-Computer Studies, 64 (10), 1061-1070
[4] Mayer, R. E. (2010). Merlin c. Wittrock-s enduring contributions to the
science of learning. Educational Psychologist, 45(1), 46-50.
[5] Clark J.M. & Mayer, R. (2008). E-learning an the science in instruction.
San Francisco: Pfeiffer
[6] Grabowski, B.L. (1995). Mathemagenic and generative learning: a
comparison and implication for designers. Instructional developments:
state of the art, Vol 3: the paradigms. Englewood Cliffs, NJ: Educational
Technology.
[7] Mayer, R. E. (2001). Multimedia learning. New York, Cambridge
University Press.
[8] Al- Jundi, R. (2003). The Effect of Using Different Processing Strategies
in Software on 11th Grader-s Achievement of Certain Concepts in
Velocity of Chemical Reactions. Unpublished master dissertation,
Yarmok University, irbed Jordan.
[9] Mayer, R. E. (1984). Aids to prose comprehension. Educational
Psychologist, 19(1) 30-42.
[10] Paivio, A. (1986). Mental presentations a dual coding approach. Oxford
science publication.
[11] Moreno, R., & Mayer, R.E. (1999). Cognitive principles of multimedia
learning: The role of modality and contiguity. Journal of Educational
Psychology, 91: 358-368.
[12] Penney, C. G. (1989). Modality effects and the verbal structure of shortterm
verbal memory. Mem Cognit,17(4), 398-422.
[13] Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E.
Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 31e48).
New York: Cambridge University Press.
[14] Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load
by mixing auditory and visual presentation modes. Journal of
Educational Psychology, 87(2), 319-334.
[15] Mayer, R. Moreno, A (1998). Split-attention effect in multimedia
learning: evidence for dual processing systems in working memory.
Journal of Educational Psychology 90 , 312-320.
[16] Aldalalah, O & Fong, S. F. (2010). Effects of computer-based
instructional designs among pupils of different music intelligence levels.
International Journal of Social Sciences, 5(3), 168- 176.
[17] Fong, S. F & Aldalalah, O. (2010). Modality and redundancy effects on
music theory learning among pupils of different anxiety levels.
International Journal of Behavioral, Cognitive, Educational and
Psychological Sciences, 2(3), 167- 175.
[18] Wouters, P, Paas, F, Jeroen, J& Merrienboer, V. (2009) . Observational
learning from animated models: Effects of modality and reflection on
transfer. Contemporary Educational Psychology 34, 1-8.
[19] Hamtini, S. (2002). The impact of the use of educational software
influential voice in the collection of tenth grade students in the Study of
the basic arts education. Unpublished master dissertation. Yarmok
University, irbed: Jordan.
[20] Moreno, R. & Mayer, R. E. (2002). Verbal redundancy in multimedia
learning: when reading helps listening. Journal of Educational
Psychology, 94 (1), 156-163.
[21] Kiili, K. (2005). Participatory multimedia learning: Engaging learners.
Journal of Educational Technology, 21(3), 303-322.
[22] Alhiresh, A., Ababneh, Z. & Aldalalah, O. (2005). The Effect The
Differences of The Symbolic System in Instructional Software on Third
Grade Students- Achievement in Science. Journal of Educational and
Psychological sciences, 6 (4) 13-34.
[23] Aldalalah, O., & Fong, S. F. (2008 november) Effects of Modality
Principles Among Jordanian Students. 2nd Internastional Malaysian
Educational Technology Convention Malaysia.
[24] Harskamp, G. E., Mayer R. E. & Suhre, C. (2007). Does the modality
principle for multimedia learning apply to science classrooms?.
Learning and Instruction, 17 (5), 465-477.
[25] Moreno, R., Mayer, R. E., Spires, H. A. & Lester, J. C. (2001). The case
for social agency in computer-based teaching: do students learn more
deeply when they interact with animated pedagogical agents?. Cognition
and Instruction, 19(2), 177-213.
[26] Tindall-Ford, S., Chandler, P. & Sweller, J. (1997). When two sensory
modes are better than one. Journal of Experimental Psychology, 3(4),
257-287.
[27] Seufert, T,. Schu, M,. Nken, R. (2009). Memory characteristics and
odality in multimedia learning: An aptitude treatment interaction study.
Learning and Instruction 19 (1), 28-42.
[28] Aldalalah, O & Fong, S. F. (2010). Effects of Modality and
Redundancy Principles on the Learning and Attitude of Music Theory
among Primary Pupils in Jordan. International Education Studies, 3(3)
(in press)
[29] Deyab, H. (2006). Criteria for production and employment of
multimedia computer programs and their impact on achievement in
middle school. Unpublished master dissertation, Helwan University,
Egypt.
[30] Gay, L. R. & Airasian, P. W. (2003). Educational research:
Competencies for analysis and application (7th ed): Prentice Hall.
[31] Gay, L. R. & Airasian, P. (2000). Educational research: Competencies
for analysis and application (6th ed.). Upper Saddle River, NJ: Merrill.
[32] Clark, J. M. & Paivio, A. (1991). Dual coding theory and education.
Educational Psychology Review, 3(3), 149-170.
[1] Al-Barakat, A., & Khaza', T. (2008). Design Criteria of Instructional
Illustrations and their Employment in the Teaching - Learning Process
of the First Three Primary Grades. Journal of Science Education and
Human, 20(1), 84-127.
[2] Alttaher, A. (2006). The relationship between spatial composition of
images of fixed and animated multimedia programs and educational
attainment. Unpublished master dissertation, Helwan University, Egypt
[3] Schar, and Kaiser, J. (2006): Revising (multi-) media learning principles
by applying a differentiated knowledge concept. In International
Journal of Human-Computer Studies, 64 (10), 1061-1070
[4] Mayer, R. E. (2010). Merlin c. Wittrock-s enduring contributions to the
science of learning. Educational Psychologist, 45(1), 46-50.
[5] Clark J.M. & Mayer, R. (2008). E-learning an the science in instruction.
San Francisco: Pfeiffer
[6] Grabowski, B.L. (1995). Mathemagenic and generative learning: a
comparison and implication for designers. Instructional developments:
state of the art, Vol 3: the paradigms. Englewood Cliffs, NJ: Educational
Technology.
[7] Mayer, R. E. (2001). Multimedia learning. New York, Cambridge
University Press.
[8] Al- Jundi, R. (2003). The Effect of Using Different Processing Strategies
in Software on 11th Grader-s Achievement of Certain Concepts in
Velocity of Chemical Reactions. Unpublished master dissertation,
Yarmok University, irbed Jordan.
[9] Mayer, R. E. (1984). Aids to prose comprehension. Educational
Psychologist, 19(1) 30-42.
[10] Paivio, A. (1986). Mental presentations a dual coding approach. Oxford
science publication.
[11] Moreno, R., & Mayer, R.E. (1999). Cognitive principles of multimedia
learning: The role of modality and contiguity. Journal of Educational
Psychology, 91: 358-368.
[12] Penney, C. G. (1989). Modality effects and the verbal structure of shortterm
verbal memory. Mem Cognit,17(4), 398-422.
[13] Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E.
Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 31e48).
New York: Cambridge University Press.
[14] Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load
by mixing auditory and visual presentation modes. Journal of
Educational Psychology, 87(2), 319-334.
[15] Mayer, R. Moreno, A (1998). Split-attention effect in multimedia
learning: evidence for dual processing systems in working memory.
Journal of Educational Psychology 90 , 312-320.
[16] Aldalalah, O & Fong, S. F. (2010). Effects of computer-based
instructional designs among pupils of different music intelligence levels.
International Journal of Social Sciences, 5(3), 168- 176.
[17] Fong, S. F & Aldalalah, O. (2010). Modality and redundancy effects on
music theory learning among pupils of different anxiety levels.
International Journal of Behavioral, Cognitive, Educational and
Psychological Sciences, 2(3), 167- 175.
[18] Wouters, P, Paas, F, Jeroen, J& Merrienboer, V. (2009) . Observational
learning from animated models: Effects of modality and reflection on
transfer. Contemporary Educational Psychology 34, 1-8.
[19] Hamtini, S. (2002). The impact of the use of educational software
influential voice in the collection of tenth grade students in the Study of
the basic arts education. Unpublished master dissertation. Yarmok
University, irbed: Jordan.
[20] Moreno, R. & Mayer, R. E. (2002). Verbal redundancy in multimedia
learning: when reading helps listening. Journal of Educational
Psychology, 94 (1), 156-163.
[21] Kiili, K. (2005). Participatory multimedia learning: Engaging learners.
Journal of Educational Technology, 21(3), 303-322.
[22] Alhiresh, A., Ababneh, Z. & Aldalalah, O. (2005). The Effect The
Differences of The Symbolic System in Instructional Software on Third
Grade Students- Achievement in Science. Journal of Educational and
Psychological sciences, 6 (4) 13-34.
[23] Aldalalah, O., & Fong, S. F. (2008 november) Effects of Modality
Principles Among Jordanian Students. 2nd Internastional Malaysian
Educational Technology Convention Malaysia.
[24] Harskamp, G. E., Mayer R. E. & Suhre, C. (2007). Does the modality
principle for multimedia learning apply to science classrooms?.
Learning and Instruction, 17 (5), 465-477.
[25] Moreno, R., Mayer, R. E., Spires, H. A. & Lester, J. C. (2001). The case
for social agency in computer-based teaching: do students learn more
deeply when they interact with animated pedagogical agents?. Cognition
and Instruction, 19(2), 177-213.
[26] Tindall-Ford, S., Chandler, P. & Sweller, J. (1997). When two sensory
modes are better than one. Journal of Experimental Psychology, 3(4),
257-287.
[27] Seufert, T,. Schu, M,. Nken, R. (2009). Memory characteristics and
odality in multimedia learning: An aptitude treatment interaction study.
Learning and Instruction 19 (1), 28-42.
[28] Aldalalah, O & Fong, S. F. (2010). Effects of Modality and
Redundancy Principles on the Learning and Attitude of Music Theory
among Primary Pupils in Jordan. International Education Studies, 3(3)
(in press)
[29] Deyab, H. (2006). Criteria for production and employment of
multimedia computer programs and their impact on achievement in
middle school. Unpublished master dissertation, Helwan University,
Egypt.
[30] Gay, L. R. & Airasian, P. W. (2003). Educational research:
Competencies for analysis and application (7th ed): Prentice Hall.
[31] Gay, L. R. & Airasian, P. (2000). Educational research: Competencies
for analysis and application (6th ed.). Upper Saddle River, NJ: Merrill.
[32] Clark, J. M. & Paivio, A. (1991). Dual coding theory and education.
Educational Psychology Review, 3(3), 149-170.
@article{"International Journal of Business, Human and Social Sciences:59166", author = "Aldalalah and M. Osamah and Soon Fook Fong & Ababneh and W. Ziad", title = "Effects of Multimedia-based Instructional Designs for Arabic Language Learning among Pupils of Different Achievement Levels", abstract = "The purpose of this study is to investigate the effects
of modality principles in instructional software among first grade
pupils- achievements in the learning of Arabic Language. Two modes
of instructional software were systematically designed and
developed, audio with images (AI), and text with images (TI). The
quasi-experimental design was used in the study. The sample
consisted of 123 male and female pupils from IRBED Education
Directorate, Jordan. The pupils were randomly assigned to any one of
the two modes. The independent variable comprised the two modes
of the instructional software, the students- achievement levels in the
Arabic Language class and gender. The dependent variable was the
achievements of the pupils in the Arabic Language test. The
theoretical framework of this study was based on Mayer-s Cognitive
Theory of Multimedia Learning. Four hypotheses were postulated
and tested. Analyses of Variance (ANOVA) showed that pupils using
the (AI) mode performed significantly better than those using (TI)
mode. This study concluded that the audio with images mode was an
important aid to learning as compared to text with images mode.", keywords = "Cognitive theory of Multimedia Learning, ModalityPrinciple, Multimedia, Arabic Language learning", volume = "4", number = "3", pages = "268-7", }
