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ERIC Number: EJ1060069
Record Type: Journal
Publication Date: 2015-Apr
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1093-023X
Multimedia Instructional Tools' Impact on Student Motivation and Learning Strategies in Computer Applications Courses
Chapman, Debra; Wang, Shuyan
Journal of Interactive Learning Research, v26 n2 p129-145 Apr 2015
Multimedia instructional tools (MMIT) have been identified as a way effectively and economically present instructional material. MMITs are commonly used in introductory computer applications courses as MMITs should be effective in increasing student knowledge and positively impact motivation and learning strategies, without increasing costs. This study sought to examine motivation and learning strategies to determine if the use of the MMIT resulted in changes to students' motivation and/or learning strategies within a computer applications course. Study participants included 381 students in one introductory computer applications course. Motivation and learning strategies were evaluated using the Motivated Strategies for Learning Questionnaire (MSQL). MANOVAs analyzed pre- and post-course data for the motivation and learning strategies scales of the MSQL survey based on students' MMIT use for the three major course activities types. Data were collected from MMIT student activity reports to determine students' use of the MMIT. The data indicated a significant impact on three motivational scales for one type of MMIT activity, grader assignments. There was no significant change in the other motivation strategies or learning strategies scales in relation to the use of the MMIT.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A