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Foley, James D.

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Publication Search Results

Now showing 1 - 4 of 4
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    Investigating Multimedia Learning with Web Lectures
    (Georgia Institute of Technology, 2006) Day, Jason Allan ; Foley, James D. ; Catrambone, Richard
    Naturalistic research has shown that a web lecture intervention that includes multimedia lectures studied before class, short homework assignments, and in-class application activities can increase students' grades and satisfaction. The multimedia lectures, called web lectures, are a combination of video, audio, and PowerPoint streamed over the web. This experimental study was motivated by a desire to understand the contribution of web lectures themselves to the web lecture intervention's success. Educational multimedia design guidelines from Cognitive Load Theory (CLT) and the Cognitive Theory of Multimedia Learning (CTML) were used to evaluate and hypothesize about the learning efficacy of three information-equivalent-Video+Audio+PPT (web lecture), Audio+PPT, PPT+Transcript-and one information-nonequivalent-PPT-Only-educational presentation conditions. 60 randomly assigned participants studied the educational materials and completed a posttest and exit survey. Participants in the web lecture condition performed statistically significantly better on the posttest than all other conditions, and survey responses indicated that participants perceived the combination of modalities used by web lectures as more educationally effective than those used in the other conditions. This study verifies the educational contribution of web lectures to the web lecture intervention, web lectures' educational effectiveness as standalone learning objects, and the value-added of video for educational multimedia. These results were not completely in line with our hypothesis based on CLT and CTML, suggesting these theories' limited applicability for multimedia presentations with characteristics of those used in this study. Several possible factors that might account for the results inconsistent with CLT and CTML are identified, including the visibility of gesture in the video and the length and subject matter of the presentations.
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    The Development of an Educational Digital Library for Human-Centered Computing
    (Georgia Institute of Technology, 2005) Clarkson, Edward C. ; Day, Jason Allan ; Foley, James D.
    Digital libraries have great potential to improve the educational experience. There are a wide variety of such repositories, especially those that focus on specifically on education. However, a survey of existing work shows that that there are relatively few which have both a narrow subject focus and ample affordances for content browsing. We present our prototype design and implementation for the HCC Education Digital Library (HCC EDL), which addresses this relatively sparse portion of the digital library design space. We also discuss our process for requirements gathering and its results, including the development of an HCI topic taxonomy.
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    Enhancing the Classroom Learning Experience with Web Lectures: A Quasi-Experiment
    (Georgia Institute of Technology, 2005) Day, Jason Allan ; Foley, James D.
    In this paper, we present continuing research into the use of web lectures to enhance the classroom learning experience. By using web lectures to present lecture material in advance of class, more in-class time can be spent engaging students with authentic learning activities; our goal is to use class time for more learning by doing, less learning by listening. A longitudinal quasi-experiment was conducted during the Spring 2005 semester with two sections of the same course: one using web lectures and one using traditional lectures. The web lecture section’s grades were significantly higher than the lecture section, and web lecture students reported increasingly strong positive attitudes about the intervention. We also present multiple threads of future work motivated by these positive results.
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    Enhancing the Classroom Learning Experience with Web Lectures
    (Georgia Institute of Technology, 2004) Day, Jason Allan ; Foley, James D. ; Groeneweg, Remco ; Van der Mast, Charles A.P.G.
    In this paper, we present our vision and initial research results on the use of web lectures to enhance the classroom learning experience. By using web lectures to present lecture material in advance of class, more in-class time can be used for authentic and engaging learning activities. A formative evaluation and extensive pilot study have yielded promising results: hence we are further exploring this evolving concept.