Assignment 7: Research on Visual and Media Literacy
Using Digital Media for learning in the Elementary Classroom
I believe that using digital media for learning in the elementary classroom is not only engaging, but also allows for students to make meaningful learning connections to abstract concepts. I will review three articles and discuss various research that supports the role of digital media in the elementary classroom.
Article 1
Title and Description
Application of the Use of Digital Media in Learning Solar System in Elementary School was written by Dennis Surya Putra and Asep Bayu Dani Nandiyanto. This article involved a quantitative study on elementary students who were learning about the Solar System. The researchers wanted to know if using digital media would increase learning about the Solar System. The students took a pre-test and a post-test. The pre-test determined that students had little knowledge about the Solar System. The instruction on the Solar System was provided by PowerPoint and infographics. Students did extremely well on the post-test. The authors concluded that the digital media was very effective in this classroom.
Literature review for article 1
The authors of this article mentioned five other studies to support their own research. The first two pieces of literature they mentioned had similarities to show that computer based instruction impacted the study of elementary science, specifically the solar system. However, these studies did not collect information on how much knowledge the students had prior to the computer based instruction. Therefore, there was no way to quantify the amount that was learned. The third source researched how virtual reality and animation impacted solar system instruction. The authors used this to reinforce how engaging digital media can be; however, the authors also discussed how expensive virtual reality tools can be. This fact reinforced the fact that PowerPoints and infographics could be both engaging and inexpensive. The fourth research the article mentioned was about creating multimedia presentations involving elementary students during their study of the solar system; however, this study did not have any pilot data. The last research source the authors mentioned interactive digital media as well, but was lacking contextual information prior to research.
These five previous students on the topic affirmed the authors’ results by allowing the authors to help prove that digital media is engaging and effective. Their research was made stronger by completing the portions of the research that had not previously been collected in the other sources. For example, Putra & Nandiyanto (2022) were sure to collect information and pre-test data before the actual instruction occurred. Their research also “strengthened and add[ed] to the shortcomings in previous studies” (Putra & Nandiyanto, 2022, p. 110).
Analysis of methodology
This study was quantitative and they used a pre-experimental design model. The researchers used a pre-test and a post-test to collect the data. They completed these assessments and digital media activities with 52 students, but used 20 students as a sample. The students were located at SDN Gadis 02 Ciparay School in Bandung Regency, Indonesia from January 13 through January 20, 2022. PowerPoints and infographics were used throughout instruction. The collection of data was a questionnaire.
Summary of results
The researchers found that the use of infographics and PowerPoint throughout instruction increased student learning. The pre-test and post-test results revealed that for all three topics of the Solar System assessment, each question increased in accuracy. The results showed that when digital media is integrated into instruction, student engagement increased, as well as their knowledge on the topic.
My opinion
I think that this research was done well. I was shocked to find that the majority of previous studies did not have a way of quantitatively assessing what the students knew about the solar system prior to the digital media instruction. This study did a great job at showing details of each question and the percentage that increased for each area on the assessment. I think one thing that could have improved would be to include an example of a PowerPoint or details of in infographic that was used in the study. Since the topic was so specific with the Solar System, I think it could benefit the viewer to read through one of the digital media examples that was used.
What I learned
From this study, I learned that utilizing slideshows like PowerPoint and infographics can increase student engagement and achievement in areas such as science. Topics like the Solar System can be so abstract for students. However, when digital media is presented, it allows students to creatively and concretely experience this abstract idea.
Article 2
Title and Description
Virtual mathematics kits (VMK): Connecting digital media to mathematical literacy was written by Lingga Nico Pradana, Octarina Hidayatus Sholikhahm, Swasti Maharani, and Muhammed Kholid in 2020. This study wanted to see if digital media, specifically virtual mathematical kits (VMKs) would increase students’ mathematical literacy abilities. Virtual mathematical kits allowed students to easily manipulate objects on the screen in an attempt to increase mathematical understanding, reasoning, and problem solving through software such as geogebra, office mix, and matlab.
Literature review for article 2
This study mentioned several other studies that proved mathematical literacy can be taught. These articles helped this study because they showed various ways that students can develop mathematical literacy through the use of digital media tools. However, the problem with these studies was that they involved high school students.
Analysis of methodology
The study conducted was very quantitative. The study was conducted on 83 different elementary students in Madiun, Indonesia. The student group was split into an intervention group that would use Virtual Mathematical Kits and a group that was a non-intervention group. The data was collected using a math instrument that contained 30 multiple choice questions with space for reasoning. The use of VMK was used 90 minutes a week for 6 weeks with the support of a facilitative classroom teacher. Once students completed the VMK activities the second test was given to students to assess their mathematical literacy in comparison to the first results.
Summary of results
The study found that prior to the use of VMK activities, both the intervention and non-intervention group had similar mathematical literacy skills. However, once the VMK activities were completed, there was a significant mean difference between the two groups. The intervention group had a higher increase, proving the effectiveness of Virtual Mathematical Kits.
My opinion
I believe this study was done well because it approached a topic that I have not seen a lot of information on. Like the authors stated, I usually see virtual math instruction studies based on higher levels of education. However, it is so important that we build mathematical literacy and reasoning skills starting with elementary. I enjoyed the fact that this study included an image of what the screen may look like during a VMK session. I was able to fully understand what this virtual manipulation of a math skill could look like.
What I learned
I learned that mathematical reasoning is so important and can be helped through the use of visual mathematical kits. We do not have access to these VMKs, however my district does provide us with an online program called Braining Camp. This tool offers a variety of digital media that allow our students to manipulate mathematical objects on the screen, as well as increase their competency in reasoning. I am encouraged to implement this resource in my classroom more frequently this fall.
Article 3
Title and description
Educative learning media for elementary school students was written by Yalvema Miaz, Syafda Monfajri, Ary Kenedi, and Yullys Helsa. This study’s purpose was about developing digital media through Android-based games in an elementary social studies classroom. The authors realized that many students are often not actively engaged in social studies learning because there is a lack of digital media presented in this subject area for elementary school students. The authors wanted to develop something to positively impact these students through the use of digital media.
Literature review of article 3
This study did not reference previous literature that had completed specific studies that were similar. However, the authors did reference previous observations that had been done based on fourth graders and their usage of devices. The results in a previous study showed that a high percentage of fourth graders either owned or used their parents’ Android smartphone for an hour each day. This literature helped the authors of this specific study because it allowed them to understand that the majority of fourth grade students are already spending time on Android smartphones daily, just not for social studies use.
Analysis of methodology
The study was research based as they utilized the Four-D model. The authors of the study established and defined learning requirements. Then, they designed the materials, media, and evaluations. After that, they developed the validity and effectiveness of the materials. Lastly, they disseminated the research results (Miaz et al., 2019). Questionnaire sheets were used to collect data. Fourth grade social studies teachers, as well as their students were observed during social studies instruction. They were also interviewed to collect information about their attitudes, motivation, and understanding of social studies content, as well as digital media in the classroom. This was completed in Indonesia.
Summary of results
The results of the observations and interviews concluded that teachers used less engaging techniques in the areas of social studies. Teachers felt as though they did not have a means to engage their students with the Social Studies content in a 21st century way. Students were less motivated to answer questions in social studies class. They seemed to just sit and listen to the teacher explain the content. Students desired more collaborative and digital resources for the classroom. After the data was collected, it was apparent that there was a need for more digital media to be integrated into the social studies classroom.
My opinion
I feel as though the authors did a thorough job of interviewing and observing both teachers and students in the content area. However, I do feel as though the authors had a purpose from the beginning to prove that it is necessary to include digital media in the social studies classroom. Part of me feels as though when the observations and interviews were completed, it was somewhat pre-determined to conclude that the solution is more digital media through Android based games. While I agree that more digital media would be effective in the social studies classroom, I think the study seemed somewhat biased because there were not many previous studies referenced in the article. I do feel they were very thorough with the 4-D design model.
What I learned
I learned that when I have an idea, it is important to work it through a specific design model. This helped the idea come to fruition through a detailed sequence. I also learned that social studies tend to be the less motivating subject in Indonesia, not just America. I found it interesting that the focus of the digital media was the utilization of Android-based applications. However, we are fortunate in the USA to have individual devices that are purchased by the school system for our students.
Reflection of assignment
This assignment allowed me to think critically about how digital media in the classroom can impact student learning. Daily, I use so much digital media in my classroom like slideshows, videos, interactive maps, and more. However, once I read these three articles and how they reviewed literature within their studies, I realized I need to be more intentional with my digital media. I have always known that digital media increases student engagement. That is easy to see in the classroom. However, viewing these studies allowed me to see quantitative data that proved that digital media does not just engage, but it also improves learning.
References
Miaz, Y. Y., Miaz, Y., Kenedi, A. K., Monfajri, S. W., & Helsa, Y. (2019, December). Educative learning media for elementary school students. In 5th International Conference on Education and Technology (ICET 2019) (pp. 722-727). Atlantis Press.
Pradana, L., Sholikhah, O., Maharani, S., & Kholid, M. (2020). Virtual mathematics kits (VMK): Connecting digital media to mathematical literacy. International Journal of Emerging Technologies in Learning (IJET), 15(3), 234-241.
Putra, D. S., & Nandiyanto, A. B. D. (2022). Application of the Use of Digital Media in Learning Solar System in Elementary School. International Journal of Research and Applied Technology (INJURATECH), 2(1), 108-113.