User attitude as a mediator of learning performance improvement in an interactive multimedia environment: an empirical investigation of the degree of interactivity and learning styles

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dc.contributor.authorKettanurak, V
dc.contributor.authorRamamurthy, K
dc.contributor.authorHaseman, WD
dc.date.accessioned2024-07-18T20:40:03Z
dc.date.available2024-07-18T20:40:03Z
dc.date.issued2001
dc.departmentİstanbul Bilgi Üniversitesien_US
dc.description.abstractMultimedia technology-based interactive learning/training programs have recently emerged as major tools for learning in educational settings (schools), at home and for training in corporations. Multimedia aspects and an ability to interact with the programs are claimed to enhance the learning experiences. A central thesis of this study is that such interactive multimedia learning systems would significantly improve users' attitudes, and that this, in turn, would enhance their learning achievement. An additional thesis of the study is that the learning style of the users will moderate the relationship between interactivity and attitude. This article reports the findings of a controlled quasi-experimental study of the influences of interactivity on six different dimensions of user attitude (content, format, user-control, feedback, ease of use and motivation) and performance improvement (achievement-gain). The results indicate that interactivity positively influences user attitude, and some dimensions of attitude translate into enhanced user performance. The study finds some interesting support for the moderating effects of learning styles. Implications and future research directions are discussed. (C) 2001 Academic Press.en_US
dc.identifier.doi10.1006/ijhc.2001.0457
dc.identifier.endpage583en_US
dc.identifier.issn1071-5819
dc.identifier.issn1095-9300
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-0035323964en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage541en_US
dc.identifier.urihttps://doi.org/10.1006/ijhc.2001.0457
dc.identifier.urihttps://hdl.handle.net/11411/6951
dc.identifier.volume54en_US
dc.identifier.wosWOS:000168420900004en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherAcademic Press Ltd- Elsevier Science Ltden_US
dc.relation.ispartofInternational Journal of Human-Computer Studiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectİnteractivityen_US
dc.subjectMultimedia Systemsen_US
dc.subjectLearningen_US
dc.subjectTrainingen_US
dc.subjectLearning Styleen_US
dc.subjectPerformanceen_US
dc.subjectUser Controlen_US
dc.subjectFeedbacken_US
dc.subjectMotivationen_US
dc.subjectEase Of Useen_US
dc.subjectAttitudeen_US
dc.subjectDesignen_US
dc.subjectFoundationsen_US
dc.subjectStrategiesen_US
dc.subjectAcceptanceen_US
dc.subjectRichnessen_US
dc.titleUser attitude as a mediator of learning performance improvement in an interactive multimedia environment: an empirical investigation of the degree of interactivity and learning styles
dc.typeArticle

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