Time on Task, Interaction, and Information Handling in Multimedia Learning Environments

The results show a significant increase of student-student and student-teacher interaction during multimedia lessons as compared to traditional lessons, and academic time on task decreases as the multimedia environment evolves toward an open ended learning environment.

Abstract

Results are reported from a study of the effects of multimedia learning environments in the subject of geography in a school for secondary education. The study refers to a two-year pilot project in which four multimedia learning environments were developed and implemented in grades two and three of the pilot school, evolving from a structured to an open-learning environment. The assessment focused on time on task, interaction, and information handling skills. Data were collected by carrying out classroom observations, recording sessions on video, and testing information handling skills. The results show a significant increase of student-student and student-teacher interaction during multimedia lessons as compared to traditional lessons. More academic time on task is noted in traditional lessons, in comparison with multimedia lessons. Moreover, academic time on task decreases as the multimedia environment evolves toward an open ended learning environment. Finally, no differences are found with regard to gains in information handling skills in the multimedia groups as compared to students attending traditional geography lessons.