{"id":{"repo_id":"royalroads","oai_identifier":"oai:null:10170/849"},"canonical_url":"https://search.dev.ndltd.org/etd/royalroads/oai:null:10170/849","repository":{"repo_id":"royalroads","name":"Royal Roads University","base_url":"https://www.viurrspace.ca/server/oai/request"},"display":{"title":"Mind, brain and education in the digital era : applications for online learning","abstract":"This research examines mind, brain and education theories applied to online instruction. Findings emphasize role of motivation and prior knowledge in multimedia learning. A sequential quantitative-qualitative mixed methods design was used to collect and analyze data through qualitative coding and statistical computations. Research participants (n= 26) randomly allocated to one of three groups completed three different versions of How Floods Work, a self-paced online course developed with multimedia design principles in mind. To measure subject matter knowledge prior to and after the course, participants completed pre- and post-assessments. Small-to-medium size effects were observed in comparisons of post-assessment performance between control and treatment groups (d= 0.58, d= 0.35). Semistructured interviews were conducted to interpret quantitative findings. Data analyzed for participants who completed the course (n= 17) showed statistically significant positive correlations between pre- and post-assessment scores (r= 0.64, p <0.01), and between motivation and post-assessment scores (r=0.53, p <0.05).","abstract_html":"This research examines mind, brain and education theories applied to online instruction. Findings emphasize role of motivation and prior knowledge in multimedia learning. A sequential quantitative-qualitative mixed methods design was used to collect and analyze data through qualitative coding and statistical computations. Research participants (n= 26) randomly allocated to one of three groups completed three different versions of How Floods Work, a self-paced online course developed with multimedia design principles in mind. To measure subject matter knowledge prior to and after the course, participants completed pre- and post-assessments. Small-to-medium size effects were observed in comparisons of post-assessment performance between control and treatment groups (d= 0.58, d= 0.35). Semistructured interviews were conducted to interpret quantitative findings. Data analyzed for participants who completed the course (n= 17) showed statistically significant positive correlations between pre- and post-assessment scores (r= 0.64, p &lt;0.01), and between motivation and post-assessment scores (r=0.53, p &lt;0.05).","abstract_has_math":false,"creators":["Villegas, Felipe"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Burkle, Martha","Belfer, Karen","Childs, Elizabeth"],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-30","date_published":"2015-09-30","updated_at":"2026-08-21T22:21:56Z","subjects":["Mind, Brain, and Education","Mixed Methods","Motivation","Multimedia Learning","Neuroeducation","Self-paced Online Learning"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10170/849","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"source_record":{"url":"https://www.viurrspace.ca/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Anull%3A10170%2F849","prefix":"dim"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Burkle, Martha","Belfer, Karen","Childs, Elizabeth"]},{"key":"dc:creator","label":"Author","values":["Villegas, Felipe"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-09-30T22:05:04Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-09-30T22:05:04Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-09-30"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mind, Brain, and Education","Mixed Methods","Motivation","Multimedia Learning","Neuroeducation","Self-paced Online Learning"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10170/849"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research examines mind, brain and education theories applied to online instruction. Findings emphasize role of motivation and prior knowledge in multimedia learning. A sequential quantitative-qualitative mixed methods design was used to collect and analyze data through qualitative coding and statistical computations. Research participants (n= 26) randomly allocated to one of three groups completed three different versions of How Floods Work, a self-paced online course developed with multimedia design principles in mind. To measure subject matter knowledge prior to and after the course, participants completed pre- and post-assessments. Small-to-medium size effects were observed in comparisons of post-assessment performance between control and treatment groups (d= 0.58, d= 0.35). Semistructured interviews were conducted to interpret quantitative findings. Data analyzed for participants who completed the course (n= 17) showed statistically significant positive correlations between pre- and post-assessment scores (r= 0.64, p <0.01), and between motivation and post-assessment scores (r=0.53, p <0.05)."]},{"key":"dc:title","label":"Title","values":["Mind, brain and education in the digital era : applications for online learning"]}]}],"canonical_facts":{"dc:contributor.advisor":["Burkle, Martha","Belfer, Karen","Childs, Elizabeth"],"dc:creator":["Villegas, Felipe"],"dc:date.accessioned":["2015-09-30T22:05:04Z"],"dc:date.available":["2015-09-30T22:05:04Z"],"dc:date.issued":["2015-09-30"],"dc:description.abstract":["This research examines mind, brain and education theories applied to online instruction. Findings emphasize role of motivation and prior knowledge in multimedia learning. A sequential quantitative-qualitative mixed methods design was used to collect and analyze data through qualitative coding and statistical computations. Research participants (n= 26) randomly allocated to one of three groups completed three different versions of How Floods Work, a self-paced online course developed with multimedia design principles in mind. To measure subject matter knowledge prior to and after the course, participants completed pre- and post-assessments. Small-to-medium size effects were observed in comparisons of post-assessment performance between control and treatment groups (d= 0.58, d= 0.35). Semistructured interviews were conducted to interpret quantitative findings. Data analyzed for participants who completed the course (n= 17) showed statistically significant positive correlations between pre- and post-assessment scores (r= 0.64, p <0.01), and between motivation and post-assessment scores (r=0.53, p <0.05)."],"dc:identifier.uri":["http://hdl.handle.net/10170/849"],"dc:subject":["Mind, Brain, and Education","Mixed Methods","Motivation","Multimedia Learning","Neuroeducation","Self-paced Online Learning"],"dc:title":["Mind, brain and education in the digital era : applications for online learning"]},"updated_at":"2026-08-21T22:21:56Z"}