Multimedia: Students’ Adaptive Learning Engagement in Mathematics Classrooms
The study reported in this article compared mathematics students in classes that were frequently exposed to multimedia (n=197 students in nine classes) with those that were not (n=168 students in seven classes). First, quantitative data were collected using students’ self-reports on their engagement. Second, classroom observations and interviews with 10 students and six teachers were used to gather information that provided insights regarding the use of multimedia in mathematics classes. The results found statistically significant differences between the two groups, with students who were frequently exposed to multimedia reporting more learning goal orientations, task value, self-efficacy and self-regulation than their counterparts who were not. Further, exposure to multimedia was found to be differentially effective for male and female students. Statistically significant interactions were found between exposure to multimedia and gender for learning goal orientations, task value and self-efficacy with males reporting to be more engaged than females in classes that were frequently exposed to multimedia and less engaged than females in classes that were not frequently exposed to multimedia. The results of this study provide information to practitioners regarding approaches that could be used to improve students’ engagement in mathematics learning.
KEY WORDS: adaptive learning engagement, motivation, multimedia, self-regulation
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