Can music and animation improve the flow and attainment in online learning?

Sue Grice, Janet Hughes

    Research output: Contribution to journalArticle

    Abstract

    Despite the wide use of music in various areas of society to influence listeners in different ways, one area often neglected is the use of music within online learning environments. This paper describes a study of the effects of music and animation upon learners in a computer mediated environment. A test was developed in which each learner was allocated to one of four groups. Each group watched a presentation with no music or animation, music only, animation only or music and animation. Results show that there were significant differences between the four groups in a number of areas, including the time taken to complete the presentation, and learner satisfaction. However there was no significant difference in the learning attainment between the four groups.
    Original languageEnglish
    Pages (from-to)385-403
    Number of pages19
    JournalJournal of Educational Multimedia and Hypermedia
    Volume18
    Issue number4
    Publication statusPublished - 2009

    Fingerprint

    Animation
    music
    learning
    Computer music
    Group
    listener
    learning environment

    Cite this

    @article{19d0989a155543b4b13ce46a9b8734ac,
    title = "Can music and animation improve the flow and attainment in online learning?",
    abstract = "Despite the wide use of music in various areas of society to influence listeners in different ways, one area often neglected is the use of music within online learning environments. This paper describes a study of the effects of music and animation upon learners in a computer mediated environment. A test was developed in which each learner was allocated to one of four groups. Each group watched a presentation with no music or animation, music only, animation only or music and animation. Results show that there were significant differences between the four groups in a number of areas, including the time taken to complete the presentation, and learner satisfaction. However there was no significant difference in the learning attainment between the four groups.",
    author = "Sue Grice and Janet Hughes",
    year = "2009",
    language = "English",
    volume = "18",
    pages = "385--403",
    journal = "Journal of Educational Multimedia and Hypermedia",
    issn = "1055-8896",
    publisher = "Association for the Advancement of Computing in Education",
    number = "4",

    }

    Can music and animation improve the flow and attainment in online learning? / Grice, Sue; Hughes, Janet.

    In: Journal of Educational Multimedia and Hypermedia, Vol. 18, No. 4, 2009, p. 385-403.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Can music and animation improve the flow and attainment in online learning?

    AU - Grice, Sue

    AU - Hughes, Janet

    PY - 2009

    Y1 - 2009

    N2 - Despite the wide use of music in various areas of society to influence listeners in different ways, one area often neglected is the use of music within online learning environments. This paper describes a study of the effects of music and animation upon learners in a computer mediated environment. A test was developed in which each learner was allocated to one of four groups. Each group watched a presentation with no music or animation, music only, animation only or music and animation. Results show that there were significant differences between the four groups in a number of areas, including the time taken to complete the presentation, and learner satisfaction. However there was no significant difference in the learning attainment between the four groups.

    AB - Despite the wide use of music in various areas of society to influence listeners in different ways, one area often neglected is the use of music within online learning environments. This paper describes a study of the effects of music and animation upon learners in a computer mediated environment. A test was developed in which each learner was allocated to one of four groups. Each group watched a presentation with no music or animation, music only, animation only or music and animation. Results show that there were significant differences between the four groups in a number of areas, including the time taken to complete the presentation, and learner satisfaction. However there was no significant difference in the learning attainment between the four groups.

    M3 - Article

    VL - 18

    SP - 385

    EP - 403

    JO - Journal of Educational Multimedia and Hypermedia

    JF - Journal of Educational Multimedia and Hypermedia

    SN - 1055-8896

    IS - 4

    ER -