Reliability and Validity of Online Individualized Multimedia Instruction Instrument for Engineering Communication Skills
- 1 Al al-Bayt University, Mafraq, Jordan
- 2 UniversitiKebangsaan Malaysia, Selangor, Malaysia
- 3 UniversitiKebangsaan Malaysia, Selangor, Malaysia
- 4 UniversitiKebangsaan Malaysia, Selangor, Malaysia
- 5 Al al-Bayt University, Mafraq, Jordan
Abstract
The utilization of Multimedia Instruction (MI) in teaching and learning is growing rapidly. The combination of various media assists educational reform, and is important to the improvement of education outputs. The MI use has been a challenge to educators especially in Jordan. This study aimed to re-calculate the reliability and validity of online individualized MI instrument in a new Online Individualized Multimedia Instruction (OIMI) framework for engineering communication skills. In this study, this model designates the multimedia instruction as one of the latent variable s , to be measured by six observed variables, which are modality, contiguity, personalization, coherence, redundancy, and signaling. Data collected and tested from 166 engineering learners. Confirmatory factor analysis using AMOS was conducted to obtain three best-fit measurement models. The results showed evidence of a five-dimension measurement model for MI except for coherence. This result enlightens the model, which includes explanations of Mayer’s Cognitive Theory of MI and multimedia instructional in Practice.
- Ahmad, M., Badusah, J., Mansor, A. Z., Abdul Karim, A., Khalid, F., Daud, M. Y., Din, R., & Zulkefle, D. F. (2016). The Application of 21st Century ICT Literacy Model among Teacher Trainees. Turkish Online Journal of Educational Technology, 15, 151-161.
- Aqlan, F., Al-Araidah, O., & Al-Hawari, T. (2010). Quality Assurance and Accreditation of Engineering Education in Jordan. European Journal of Engineering Education, 35, 311-323. https://doi.org/10.1080/03043797.2010.483608
- Azizul, S. M. J., & Din, R. (2016). Teaching and Learning Geometry Using Geogebra Software via Mooc. Journal of Personalized Learning, 2, 39-50.
- Baharudin, H., Nasir, M. K. M., Yusoff, N. M. R. N., & Surat, S. (2018). Assessing Students’ Course Satisfaction with Online Arabic Language Hybrid Course. Advanced Science Letters, 24, 350-352. https://doi.org/10.1166/asl.2018.12005
- Clark, R. C., & Mayer, R. M. (2011). E-Learning and the Science of Instruction (3rd ed.). San Francisco, CA: Pfeiffer. https://doi.org/10.1002/9781118255971
- Di Gironimo, G., Mozzillo, R., & Tarallo, A. (2013). From Virtual Reality to Web-Based Multimedia Maintenance Manuals. International Journal on Interactive Design and Manufacturing, 7, 183-190. https://doi.org/10.1007/s12008-013-0185-0
- Din, R. (2010). Development and Validation of an Integrated Meaningful Hybrid E-Training (I-Met) for Computer Science: Theoretical-Empirical Based Design and Development Approach. Bangi, Malaysia: Faculty of Technology and Information Science, Universiti Kebangsaan Malaysia.
- Din, R. (2017). Asas Pendidikan dan Kejurulatihan ICT: Integrasi Teori, Media, Teknologi dan Reka Bentuk Pembelajaran. Rangi: Penerbit UKM.
- Felder, R. M. (2002). Designing Tests to Maximize Learning. Professional Issues in Engineering Education and Practice, 128, 1-3. https://doi.org/10.1061/(ASCE)1052-3928(2002)128:1(1)
- Felder, R. M., & Silverman, L. K. (1988). Learning and Teaching Styles in Engineering Education. Engineering Education, 78, 674-681.
- Gabarre, S., Gabarre, C., & Din, R. (2018). Personalizing Learning: A Critical Review of Language Learning with Mobile Phones and Social Networking Sites. Journal of Advanced Research in Dynamical and Control Systems, 10, 1782-1786.
- Gerjets, P., Scheiter, K., & Catrambone, R. (2004). Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures. Instructional Science, 32, 33-58. https://doi.org/10.1023/B:TRUC.0000021809.10236.71