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    Increasing Students' Interest and Motivation through Effective Design of Online Learning Environments

    Access Status
    Open access via publisher
    Authors
    Yeung, Alexandra
    Schmid, Siegbert
    George, Adrian V
    King, Michael
    Date
    2009
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Yeung, A. and Schmid, S. and George, A. and King, M. 2009. Increasing Students' Interest and Motivation through Effective Design of Online Learning Environments, in Proceedings of the Motivating Science Undergraduates: Ideas and Intervention, Sep 30 2009, pp. 132-138. Sydney: Uniserve.
    Source Title
    Proceedings of the Motivating Science Undergraduates: Ideas and Intervention
    Source Conference
    Australian Conference on Science and Mathematics Education
    Additional URLs
    https://openjournals.library.sydney.edu.au/index.php/IISME/article/view/6215
    Faculty
    Faculty of Science and Engineering
    School
    School of Molecular and Life Sciences (MLS)
    URI
    http://hdl.handle.net/20.500.11937/79949
    Collection
    • Curtin Research Publications
    Abstract

    The literature on the use of information and communications technology over recent years has been concerned with best practices for the design of multimedia instructional materials. A range of tools and teaching materials are used to develop students’ understanding in different domains. However, evidence addressing the effectiveness of using multimedia, especially interactive elements, remains limited. The present study investigates how the graphics interface of an online environment can be used to effectively present first year chemistry material. In order to conduct this research we developed an online chemistry module with three different versions. Students’ performance associated with using these different versions was examined. The information gained from this study will help to improve the graphics interface of online learning environments and is likely to have a significant impact on improving student learning.

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