@article {Downs:2011:0090-9882:184,
title = "iPedagogy: Using Multimedia Learning Theory to iDentify Best Practices for MP3 Player Use in Higher Education",
journal = "Journal of Applied Communication Research",
parent_itemid = "infobike://routledg/rjac",
publishercode ="routledg",
year = "2011",
volume = "39",
number = "2",
publication date ="2011-05-01T00:00:00",
pages = "184-200",
itemtype = "ARTICLE",
issn = "0090-9882",
eissn = "1479-5752",
url = "https://www.ingentaconnect.com/content/routledg/rjac/2011/00000039/00000002/art00005",
doi = "doi:10.1080/00909882.2011.556137",
keyword = "Pedagogy, MP3, Multimedia, Technology, Cognition, iPods",
author = "Downs, Edward and Boyson, Aaron and Alley, Hannah and Bloom, Nikki",
abstract = "Some institutions of higher learning have invested considerable resources to diffuse iPods and MP3 devices though little is known about learning outcomes tied to their use. Dual-coding and multimedia learning theories guided the development of a typical college lecture so that it could be presented in a combination of audio and visual forms across small-screen and large-screen displays. A 3 (audio, audio/text, and audio/video)\texttimes2 (iPod screen vs. computer screen) factorial experiment, was conducted to examine how systematic variations in the capability of commonly used MP3 technologies facilitate learning. Scores indicated that dual-coded presentations were substantially more potent learning aids. Results are discussed in terms of developing best-practice strategies for those who wish to implement iPod technology into course curricula.",
}