Can Multimedia Tools Promote Big Data Learning and Knowledge in a Diverse Undergraduate Student Population?

Sinjini Mitra, Archana J McEligot
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Abstract

Background and purpose: Multimedia tools are an integral part of teaching and learning in today's technology-driven world. The present study explored the role of a newly-developed video introducing the emerging field of big data to a diverse undergraduate student population. Particularly, we investigated whether introduction of a multimedia tool would influence students' self-perceived knowledge related to various big data concepts and future interest in pursuing the field, and what factors influence these.

Methods: Students (n = 331) completed a survey on-line after viewing the video, consisting of Likert-type and quantitative questions about students' learning experience, future interest in big data, and background. The dataset was analyzed via ANOVA and multiple linear regression methods.

Results: Gender, major, and intended degree were significantly associated with students' learning experience and future interest in big data. Moreover, students who had no prior exposure to big data reported a better learning experience, although they also reported less likelihood to pursue it in the future.

Conclusion: Multimedia tools may serve as an effective learning tool in introducing and creating interest in a diverse group of students related to introductory big data science concepts. Both similarities and differences were observed regarding such behaviors among different student sub-groups.

多媒体工具能在多样化的大学生群体中促进大数据学习和知识吗?
背景和目的:在当今技术驱动的世界中,多媒体工具是教学和学习不可或缺的一部分。本研究探讨了一个新开发的视频的作用,向不同的本科生群体介绍新兴的大数据领域。特别是,我们调查了多媒体工具的引入是否会影响学生对各种大数据概念的自我感知知识和未来对该领域的兴趣,以及影响这些的因素。方法:学生(n = 331)在观看视频后完成在线调查,调查内容包括学生的学习经历、未来对大数据的兴趣和背景等likert型和定量问题。采用方差分析和多元线性回归方法对数据集进行分析。结果:性别、专业、意向学位与学生的学习经历及未来对大数据的兴趣显著相关。此外,之前没有接触过大数据的学生报告了更好的学习体验,尽管他们也报告了未来追求大数据的可能性较小。结论:多媒体工具可以作为一种有效的学习工具,在介绍和培养与大数据科学概念相关的不同学生群体的兴趣。在不同的学生群体中,这些行为既有相似之处,也有差异。
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