The utilization of Multimedia Instruction (MI) in teaching and learning is\ngrowing rapidly. The combination of various media assists educational\nreform, and is important to the improvement of education outputs. The MI\nuse has been a challenge to educators especially in Jordan. This study aimed\nto re-calculate the reliability and validity of online individualized MI instrument\nin a new Online Individualized Multimedia Instruction (OIMI) framework\nfor engineering communication skills. In this study, this model designates\nthe multimedia instruction as one of the latent variables, to be measured\nby six observed variables, which are modality, contiguity, personalization,\ncoherence, redundancy, and signaling. Data collected and tested from\n166 engineering learners. Confirmatory factor analysis using AMOS was\nconducted to obtain three best-fit measurement models. The results showed\nevidence of a five-dimension measurement model for MI except for coherence.\nThis result enlightens the model, which includes explanations of Mayerâ??s\nCognitive Theory of MI and multimedia instructional in Practice.
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