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Investigating the effectiveness of the Gesture-Based Learning System (GBLS) mode

Shakroum, Moamer Ali Ahmed (2017) Investigating the effectiveness of the Gesture-Based Learning System (GBLS) mode. Professional Doctorate thesis, Murdoch University.

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Several studies have been conducted in recent years to examine the values and advantages of using the Gesture-Based Learning System (GBLS). However, a proper investigation into the influence of the GBLS mode on learning outcomes is still scarce. Most previous studies failed to simultaneously address more than one category of learning outcomes (such as cognitive, affective and psychomotor outcomes), when trying to understand the impact of the GBLS mode. Moreover, none of these studies considered the differences in students’ characteristics such as learning styles and spatial abilities. In addition, none of the past research has explained how the application of the GBLS mode improves learning. Therefore, a comprehensive empirical research study into the effectiveness of the GBLS mode is needed.

The purpose of this research is to fill the gap and to investigate the effectiveness of the GBLS mode. The main purpose of the research has been broken down into three sub-goals. First, this study investigates the influence of the GBLS mode on learning by comparing the learning outcomes of the GBLS mode with two other learning modes, which are classified as the Computer Simulation Learning (CSL) mode and conventional learning mode. Second, this research investigates into whether the GBLS mode is able to serve all students with different learning styles and spatial abilities. Third, this study also investigates how the GBLS mode influences the learning outcomes, by using research models from the Technology Mediated Learning (TML) field. 151 first-year undergraduate students from 9 different learning areas participated in this study. Most of the participants are from the 18 - 22 age group.

The research revealed that the GBLS mode had a positive impact on students’ learning outcomes (cognitive and affective outcomes) when compared with the CSL and conventional learning modes. In addition, this study also found that the GBLS mode is capable of serving all students with different learning styles and spatial abilities. The results of this study revealed that the GBLS mode outperformed the existing learning methods, by providing a unique learning experience that considers the differences between the students. The results have also shown that the natural user interface that was facilitated by the Kinect can create an interactive and enjoyable learning experience. On the other hand, this study developed a conceptual research model that explains how the GBLS mode improves learning. The research model revealed that the GBLS features positively affect students’ intrinsic motivation. Consequently, the increase in intrinsic motivation leads to improving the learning outcomes; this study also showed that the GBLS features indirectly influence the learning outcomes via intrinsic motivation. In other words, this study found that the GBLS features (interactivity and multimodality) create an instructional learning environment that positively influences students’ intrinsic motivation. As such, an increase in students’ positive intrinsic motivation led to an enhancement of the learning achievements of students.

Item Type: Thesis (Professional Doctorate)
Murdoch Affiliation(s): School of Engineering and Information Technology
United Nations SDGs: Goal 4: Quality Education
Supervisor(s): Wong, Kevin and Fung, Lance
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