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The misconceptions about multimedia learning questionnaire : An empirical evaluation study with teachers and student teachers. / Eitel, Alexander; Prinz, Anja; Kollmer, Julia; Niessen, Lea; Russow, Jessica; Ludäscher, Marvin; Renkl, Alexander ; Lindner, Marlit Annalena.

In: Psychology Learning and Teaching, 14.07.2021, p. 1-25.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Eitel, A, Prinz, A, Kollmer, J, Niessen, L, Russow, J, Ludäscher, M, Renkl, A & Lindner, MA 2021, 'The misconceptions about multimedia learning questionnaire: An empirical evaluation study with teachers and student teachers', Psychology Learning and Teaching, pp. 1-25. https://doi.org/10.1177/14757257211028723

APA

Eitel, A., Prinz, A., Kollmer, J., Niessen, L., Russow, J., Ludäscher, M., Renkl, A., & Lindner, M. A. (2021). The misconceptions about multimedia learning questionnaire: An empirical evaluation study with teachers and student teachers. Psychology Learning and Teaching, 1-25. https://doi.org/10.1177/14757257211028723

Vancouver

Eitel A, Prinz A, Kollmer J, Niessen L, Russow J, Ludäscher M et al. The misconceptions about multimedia learning questionnaire: An empirical evaluation study with teachers and student teachers. Psychology Learning and Teaching. 2021 Jul 14;1-25. https://doi.org/10.1177/14757257211028723

Author

Eitel, Alexander ; Prinz, Anja ; Kollmer, Julia ; Niessen, Lea ; Russow, Jessica ; Ludäscher, Marvin ; Renkl, Alexander ; Lindner, Marlit Annalena. / The misconceptions about multimedia learning questionnaire : An empirical evaluation study with teachers and student teachers. In: Psychology Learning and Teaching. 2021 ; pp. 1-25.

BibTeX

@article{b2210a7b7b034ac68c5124b214f6a2ea,
title = "The misconceptions about multimedia learning questionnaire: An empirical evaluation study with teachers and student teachers",
abstract = "In this study, we present the newly developed Misconceptions about Multimedia Learning Questionnaire (MMLQ), we evaluate its psychometric properties (item difficulties, scale reliabilities, and internal structure), and we use it to examine the prevalence of four different misconceptions about multimedia learning in student teachers and teachers. A total of 311 participants (176 teachers and 135 student teachers) responded to the items of the MMLQ. The results revealed moderate reliabilities of the MMLQ scales. Moreover, an a priori assumed four-factor structure of misconceptions about multimedia learning was most compatible with teachers{\textquoteright} and student teachers{\textquoteright} answers to the MMLQ items. These four factors were learning styles (multimedia instruction needs to be adapted to students{\textquoteright} learning styles [visual or auditory]), hemispheric isolation (multimedia instruction enables hemispheric communication), na{\"i}ve summation (multimedia instruction is more effective the more sensory channels are used), and motivation primacy (multimedia instruction is mainly effective because it is motivating). The majority of teachers and student teachers endorsed three of the four misconceptions about multimedia learning (i.e., learning styles [78.1%], hemispheric isolation [58.8%], and na{\"i}ve summation [81.4%]) as assessed by the MMLQ. This finding may provide valuable information for teacher education and training regarding this specific issue.",
keywords = "Methodological research and method development, multimedia learning, misconceptions, teacher education, teacher training, questionnaire",
author = "Alexander Eitel and Anja Prinz and Julia Kollmer and Lea Niessen and Jessica Russow and Marvin Lud{\"a}scher and Alexander Renkl and Lindner, {Marlit Annalena}",
year = "2021",
month = jul,
day = "14",
doi = "10.1177/14757257211028723",
language = "English",
pages = "1--25",
journal = "Psychology Learning and Teaching",
publisher = "SAGE Publications Inc.",

}

RIS

TY - JOUR

T1 - The misconceptions about multimedia learning questionnaire

T2 - An empirical evaluation study with teachers and student teachers

AU - Eitel, Alexander

AU - Prinz, Anja

AU - Kollmer, Julia

AU - Niessen, Lea

AU - Russow, Jessica

AU - Ludäscher, Marvin

AU - Renkl, Alexander

AU - Lindner, Marlit Annalena

PY - 2021/7/14

Y1 - 2021/7/14

N2 - In this study, we present the newly developed Misconceptions about Multimedia Learning Questionnaire (MMLQ), we evaluate its psychometric properties (item difficulties, scale reliabilities, and internal structure), and we use it to examine the prevalence of four different misconceptions about multimedia learning in student teachers and teachers. A total of 311 participants (176 teachers and 135 student teachers) responded to the items of the MMLQ. The results revealed moderate reliabilities of the MMLQ scales. Moreover, an a priori assumed four-factor structure of misconceptions about multimedia learning was most compatible with teachers’ and student teachers’ answers to the MMLQ items. These four factors were learning styles (multimedia instruction needs to be adapted to students’ learning styles [visual or auditory]), hemispheric isolation (multimedia instruction enables hemispheric communication), naïve summation (multimedia instruction is more effective the more sensory channels are used), and motivation primacy (multimedia instruction is mainly effective because it is motivating). The majority of teachers and student teachers endorsed three of the four misconceptions about multimedia learning (i.e., learning styles [78.1%], hemispheric isolation [58.8%], and naïve summation [81.4%]) as assessed by the MMLQ. This finding may provide valuable information for teacher education and training regarding this specific issue.

AB - In this study, we present the newly developed Misconceptions about Multimedia Learning Questionnaire (MMLQ), we evaluate its psychometric properties (item difficulties, scale reliabilities, and internal structure), and we use it to examine the prevalence of four different misconceptions about multimedia learning in student teachers and teachers. A total of 311 participants (176 teachers and 135 student teachers) responded to the items of the MMLQ. The results revealed moderate reliabilities of the MMLQ scales. Moreover, an a priori assumed four-factor structure of misconceptions about multimedia learning was most compatible with teachers’ and student teachers’ answers to the MMLQ items. These four factors were learning styles (multimedia instruction needs to be adapted to students’ learning styles [visual or auditory]), hemispheric isolation (multimedia instruction enables hemispheric communication), naïve summation (multimedia instruction is more effective the more sensory channels are used), and motivation primacy (multimedia instruction is mainly effective because it is motivating). The majority of teachers and student teachers endorsed three of the four misconceptions about multimedia learning (i.e., learning styles [78.1%], hemispheric isolation [58.8%], and naïve summation [81.4%]) as assessed by the MMLQ. This finding may provide valuable information for teacher education and training regarding this specific issue.

KW - Methodological research and method development

KW - multimedia learning

KW - misconceptions

KW - teacher education

KW - teacher training

KW - questionnaire

U2 - 10.1177/14757257211028723

DO - 10.1177/14757257211028723

M3 - Journal article

SP - 1

EP - 25

JO - Psychology Learning and Teaching

JF - Psychology Learning and Teaching

ER -

ID: 1654850