Multimedia instruction presented by integrated context to enhance understanding of compass-and-straightedge construction

Ming-Jang Chen, Chun Yi Lee, Kin Hang Lei*, Tai Yih Tso, Shih Li Lin

*Corresponding author for this work

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

This study examined the effectiveness of an integrated context approach to the instruction of basic compass-and-straightedge construction. The formulation of a perpendicular bisector of a segment was used as a knowledge module to guide students from the pre-attention level to the elaboration level of information processing. The students were expected to select and organize information in their working memory for integration with prior knowledge. The knowledge module was presented in a multimedia environment using a pre-training and rehearsal approach. In immediate and delayed test results, integrated context learning proved significantly more effective than the traditional context in preparing students to deal with retention problems and transfer problems, regardless of the students' prior knowledge. These findings demonstrate the effectiveness of integrated context in the instruction of compass-and-straightedge construction; however, the factors that actually facilitate learning have yet to be fully elucidated.

Original languageEnglish
Pages (from-to)3735-3752
Number of pages18
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume13
Issue number7
DOIs
StatePublished - 1 Jan 2017

Keywords

  • Cognitive load theory
  • Compass-and-straightedge construction
  • Instructional message design
  • Integrated context

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