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Analysis of fall 2000 VARK learning styles survey and project evaluation form, by Morgan Jennings and Debra Dirksen.

 

VARK learning styles survey:

26.92%

22.91%

28.60%

21.57%

Visual

Aural

Read

Kinesthetic

27% of the Responses to the VARK survey were Visual. 23% were Aural, 29% were Read, and 22% Kinesthetic.

 

Project evaluation form (feedback from students, in CS1 and OOSE courses, who had used the multimedia for The Universal Machine):

 

The questions in the survey covered a variety of topics: value to the course, level of materials, graphics design, clarity of the text, organization, sound, interaction, help, learner control, feedback, motivation, and printing capabilities. Responses from 46 participants were aggregated. The responses identified strengths and weaknesses in the use of the program. Seventy-two percent (Strongly agree/Agree) of the respondents saw the program as being valuable in learning course content. The content seemed to be fairly close to an optimal level of difficulty with only 35% (Strongly agree/Agree) of the respondents feeling that was too introductory, and 68%(Strongly agree/Agree) expressing the opinion that the material was challenging but not overwhelming. However, 61% did indicate that much of the content was too advanced.

 

The graphics and media were rated highly; 83% of the respondents felt the program made good use of graphics to explain the content. 74% felt that a wide variety of media were effectively used to teach the course content. However, only 20% (Strongly Agree/Agree) indicated that the multimedia made good use of animation to explain content. Opinions were split regarding Knobby, only 27% (Strongly Agree/Agree) felt that they would relate better to faces of real professors; 55% were neutral on the topic.

 

The text seem to be clear and understandable, with 83% (Strongly Agree/Agree) of the respondents indicated that the text was easy to read, and 77% (Strongly Agree/Agree) expressing the view that the objectives were clear. The context of each screen was not scored as high, with 59% (Strongly Agree/Agree) indicated that the context of each screen was clear. Fifty-six percent (Strongly Agree/Agree) supported the statement, “Each lesson should have an introduction that explains its objectives and prerequisites.

 

Organization also scored high, with 83% (Strongly Agree/Agree) indicating that presenting the content in sequential order helped them to learn the material, and 80% (Strongly Agree/Agree) verifying that the material in the multimedia progressed from simple to more complex topics. In addition, 76% (Strongly Agree/Agree) felt that new concepts built on previous concepts taught. The program scored low when respondents were asked to rate the statement, “The organizational structure helps me to explore the content.” Only 46% (Strongly Agree/Agree) of the respondents supported this statement.

 

Support for the inclusion of sound in the program was split, with only 63% (Strongly Agree/Agree) of the respondents indicating that sound helped them learn the content, and only 50% finding the narration to be helpful.

 

The majority of the respondents indicated that the interactive exercises were helpful, 74% (Strongly Agree/Agree). Sixty-five percent (Strongly Agree/Agree) supported the statement, “I would learn more if there were more interactive exercises, but only 54% (Strongly Agree/Agree) agreed that the multimedia was hands-on and required interaction. Learner control was limited, with only 48%(Strongly Agree/Agree) feeling that they were able to progress through the multimedia at their own pace. In addition, only 35% (Strongly Agree/Agree) found have the screens to advance automatically to be desirable. On the other hand, 61% of the respondents felt that the multimedia provided opportunities for student-directed exploration and 68% (Strongly Agree/Agree) felt that there were activities that encouraged them to learn at their own pace.

 

The help feature scored the lowest in this assessment, only 46% (Strongly Agree/Agree) felt that there was sufficient help and only 30% (Strongly Agree/Agree) indicated that the program provided guidance for further investigation.

 

Respondents liked knowing how much progress they had made, with 78% (Strongly Agree/Agree) finding this feedback to be helpful. Fifty-seven percent (Strongly Agree/Agree) supported the statement, “Quizzes at the end of each unit motivate me to pay closer attention to the material. Finally, 70% (Strongly Agree/Agree) thought that it would be helpful to be able to print certain screens.

 

Value

SA/A

N

SD/D

2. The multimedia is valuable in learning course content.

71.74%

8.70%

19.57%

 

 

 

 

Level

 

 

 

3. Much of the content of the multimedia was too introductory for me.

34.78%

21.74%

43.48%

4. Much of the content of the multimedia was too advanced for me.

60.87%

28.26%

10.87%

28. The multimedia course material was challenging but not overwhelming.

67.39%

10.87%

21.74%

 

 

 

 

Design

 

 

 

5. The multimedia makes good use of graphics to explain the content.

82.61%

8.70%

8.70%

12. I would relate better to faces of real professors and students than to Knobby.

26.09%

54.35%

19.57%

19. The multimedia makes good use of animation to explain the content.

19.57%

26.09%

54.35%

20. A wide variety of media were effectively used to teach the course content.

73.91%

13.04%

13.04%

 

 

 

 

Understandable

 

 

 

16. The context of each screen is clear.

58.70%

17.39%

23.91%

18. The narration text is easy to read.

82.61%

6.52%

10.87%

1. The objectives of the multimedia are clear.

76.09%

8.70%

15.22%

29. Each lesson should have an introduction that explains its objectives and prerequisites.

56.52%

23.91%

19.57%

 

 

 

 

Organization

 

 

 

13. The organizational structure helps me to explore the content.

45.65%

30.43%

23.91%

14. Presenting the content in sequential order helps me to learn the material.

82.61%

13.04%

4.35%

21. The material in the multimedia progressed from simple to more complex topics.

80.43%

17.39%

2.17%

22. New concepts built on previous concepts taught in the multimedia.

76.09%

13.04%

10.87%

 

 

 

 

 

 

 

 

Sound

 

 

 

6. The use of sound helps me to learn the content.

63.04%

21.74%

15.22%

9. It is helpful to have a narrator read most of the text on the screen.

50.00%

32.61%

17.39%

 

 

 

 

Interaction

 

 

 

7. The interactive exercises helped me to learn by doing or constructing.

73.91%

17.39%

8.70%

8. I would learn more if there were more interactive exercises.

65.22%

23.91%

10.87%

25. The multimedia was hands-on and required student involvement in projects.

54.35%

17.39%

28.26%

 

 

 

 

Help

 

 

 

11. There is enough help about to how to use the program.

45.65%

43.48%

10.87%

24. The multimedia provided guidance for further investigation, using the web or the library.

30.43%

30.43%

39.13%

 

 

 

 

Learner Control

 

 

 

15. Advancing automatically from screen to screen automatically is desirable.

34.78%

26.09%

39.13%

23. The multimedia provided opportunities for student-directed exploration.

60.87%

17.39%

21.74%

26. I was able to progress through the multimedia at my own speed.

47.83%

32.61%

19.57%

27. There were activities that encouraged me to learn at my own pace.

67.39%

26.09%

6.52%

 

 

 

 

Feedback

 

 

 

17. It is helpful to know how much progress I have made in a module.

78.26%

19.57%

2.17%

 

 

 

 

Motivation

 

 

 

30. Quizzes at the end of each unit motivate me to pay closer attention to the material.

56.52%

23.91%

19.57%

 

 

 

 

Printing

 

 

 

10. It would be helpful to be able to print the important content on a screen.

69.57%

23.91%

6.52%