Multimedia Category Preferences of Working Engineers

Autor/inn/en	Baukal, Charles E., Jr.; Ausburn, Lynna J.
Titel	Multimedia Category Preferences of Working Engineers
Quelle	In: European Journal of Engineering Education, 41 (2016) 5, S.482-503 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2015.1095161
Schlagwörter	Engineering Education; Computer Graphics; Instructional Design; Multimedia Instruction; Teaching Methods; Animation; Preferences; Freehand Drawing; Photography; Video Technology; Simulation; Course Content; Narration; Verbal Communication; Professional Continuing Education; Questionnaires; Likert Scales + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Computergrafik; Lesson concept; Lessonplan; Unterrichtsentwurf; Multimediales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Drawing; Zeichnen; Fotografie; Simulation program; Simulationsprogramm; Kursprogramm; Berufsfeldbezogener Unterricht; Weiterbildung; Fragebogen; Likert-Skala
Abstract	Many have argued for the importance of continuing engineering education (CEE), but relatively few recommendations were found in the literature for how to use multimedia technologies to deliver it most effectively. The study reported here addressed this gap by investigating the multimedia category preferences of working engineers. Four categories of multimedia, with two types in each category, were studied: verbal (text and narration), static graphics (drawing and photograph), dynamic non-interactive graphics (animation and video), and dynamic interactive graphics (simulated virtual reality (VR) and photo-real VR). The results showed that working engineers strongly preferred text over narration and somewhat preferred drawing over photograph, animation over video, and simulated VR over photo-real VR. These results suggest that a variety of multimedia types should be used in the instructional design of CEE content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01