Keywords
Student Engagement; Graphics; Online Education
Abstract
The purpose of this research study was to examine the graphical redesign of an online Psychology course and determine the impact of that redesign on student engagement in the course, and students’ perceptions of the course, and the impact of the redesign elements on their learning. It also examined whether this redesign impacted students’ performance in the course. The results from this study could provide insights for instructors, instructional designers, and graphic designers on how the inclusion of such graphics affects student engagement and learning. In addition, how the students view their own engagement and learning with the addition of purposeful graphics can impact their interaction with and attitudes toward the course and instructor. Research has shown that there is a significant relationship between course structure and perceived student learning (Gray & DiLoreto, 2016). There is also a positive correlation between student perceptions of learning achievement and their achievement (Kuhn & Rundle-Thiele, 2009). This positive correlation exists even when studies indicate that students often overestimate their own perception of their achievement compared to their performance (Clayson, 2005). While the results showed very few significant differences in the engagement measures used in this study or the students’ overall grades, the students’ perception of the impact of the graphics used in the redesign was overwhelmingly positive with the majority of students stating that they felt that the graphics and multimedia made the course more engaging, that action icons helped organize the course information and made directions more clear, and that UCF branded graphics made them feel more connected to the university.
Completion Date
2004
Semester
Summer
Committee Chair
Gunter, Glenda
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Learning Sci & Educ Research
Degree Program
Instructional Design and Technology
Format
application/pdf
Identifier
DP0028545
URL
https://purls.library.ucf.edu/go/DP0028545
Language
English
Release Date
8-15-2024
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
Campus Location
Orlando (Main) Campus
STARS Citation
Lloyd, Joseph E., "The Impact of Well-designed Graphics and Multimedia on Student Engagement and Learning in Online Classes" (2004). Graduate Thesis and Dissertation 2023-2024. 340.
https://stars.library.ucf.edu/etd2023/340
Accessibility Status
Meets minimum standards for ETDs/HUTs