iPedagogy: Using Multimedia Learning Theory to iDentify Best Practices for MP3 Player Use in Higher Education

Abstract

Abstract Some institutions of higher learning have invested considerable resources to diffuse iPods and MP3 devices though little is known about learning outcomes tied to their use. Dual-coding and multimedia learning theories guided the development of a typical college lecture so that it could be presented in a combination of audio and visual forms across small-screen and large-screen displays. A 3 (audio, audio/text, and audio/video)×2 (iPod screen vs. computer screen) factorial experiment, was conducted to examine how systematic variations in the capability of commonly used MP3 technologies facilitate learning. Scores indicated that dual-coded presentations were substantially more potent learning aids. Results are discussed in terms of developing best-practice strategies for those who wish to implement iPod technology into course curricula. Keywords: iPodsMP3CognitionTechnologyMultimediaPedagogy Additional informationNotes on contributorsEdward Downs Edward Downs is Assistant Professor in the Department of Communication at the University of Minnesota Duluth Aaron R. Boyson Aaron R. Boyson is Assistant Professor in the Department of Communication at the University of Minnesota Duluth Hannah Alley Hannah Alley is undergraduate research assistant in the Department of Communication, Media Lab Nikki R. Bloom Nikki R. Bloom is undergraduate research assistant in the Department of Communication, Media Lab