Podcast Pedagogy: Message Design, Motivation, and Learning
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Authors
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 18, 2010 in Orlando, Florida, USA ISBN 978-1-880094-83-9
Abstract
In this study, we contrast two different message designs for equivalent content podcasts. Specifically, we test whether the message design has an effect on student perceptions of the narrator’s expertise, the student’s motivation, and learning outcomes. The first message design is based on the cognitive information processing model of learning and presents the content in an organized, outlined manner. The second message design is based on the cognitive apprenticeship model and makes use of a personal narrative. Findings show that students considered the omniscient narrator more expert than the one sharing a personal narrative, but felt more confident when listening to the personal narrative. There were no significant differences in learning outcomes.
Citation
Dennen, V. & Myers, J. (2010). Podcast Pedagogy: Message Design, Motivation, and Learning. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 43-49). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 5, 2024 from https://www.learntechlib.org/p/35508.
© 2010 AACE