移动互动多媒体对思维参与和合作的影响

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Instruction Pub Date : 2024-01-01 DOI:10.29333/iji.2024.17135a

Maroua Rogti

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引用次数: 0

摘要

最近的研究表明，在阿尔及利亚，关于开发有效解决批判性思维、交流、合作和创造力等 21 世纪技能的学习多媒体的研究十分有限。然而，随着数字多媒体和信息技术的不断发展，人们迫切希望利用 21 世纪技能，并通过交互式多媒体工具与他人互动。本研究旨在探讨基于手机的交互式多媒体对培养高校英语专业学生思维参与、合作能力的影响。研究采用方便抽样法，选取了接受治疗后测试的一个学生样本（n= 60）。通过描述性统计和单样本 t 检验对数据进行了分析。研究结果表明，基于移动设备的交互式多媒体一直在影响着教育环境，并有可能积极促进学生的思维参与和合作。关键词：综合多媒体；思维能力；EFL 学生；合作；阿尔及利亚

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The Effect of Mobile-based Interactive Multimedia on Thinking Engagement and Cooperation

Recent studies show limited research in the Algerian context on the development of learning multimedia that effectively addresses 21st century skills such as critical thinking, communication, cooperation, and creativity. However, with the continuous growth of digital multimedia and information technologies, there is an urge for utilizing 21st century skills and interacting with others through interactive multimedia tools. This study aims to investigate the effect of mobile-based interactive multimedia on developing students of English as a foreign language thinking engagement, cooperation, in higher education. A convenient sampling method was used to select one sample of students (n= 60) who received a post-treatment test. Data were analyzed through performing descriptive statistics and one sample t-test. Findings assured that mobile-based interactive multimedia has persistently shaped the education setting, and it can afford the potential to positively promote students’ thinking engagement and cooperation. Keywords: integrative multimedia, thinking skills, EFL students, cooperation, Algeria

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来源期刊

International Journal of Instruction EDUCATION & EDUCATIONAL RESEARCH-

自引率

38.90%

发文量

244

审稿时长

12 weeks

期刊介绍： nternational Journal of Instruction is an internationally recognized journal in the field of education and is published four times a year (in January, April, July & October). The aim of this journal is to publish high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults. IJI, being an international journal, our editorial advisory board members are from various countries around the world. The articles sent to the Journal are always reviewed by two members of the Editorial Advisory Board (double blind peer review), and in some cases, if necessary, by another member of the Board. Depending on the evaluation reports of the members of the Editorial Advisory Board, articles are published or not. Article evaluation process takes approximately three months. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.