# data[].attributes.headline
Group A. Search the following as your related literature using Mendeley application just take a screen shot.

# data[].attributes.subject
Group A. Search the following as your related literature using Mendeley application just take a screen shot.

# data[].attributes.body
1.	Using Multimedia Instruction and Performance Feedback to Improve Preservice Teachers’ Vocabulary Instruction. 


2.	Research-¬Based Principles for Designing Multimedia Instruction Overview of Multimedia Instruction


3.	Designing multimedia instruction in anatomy: An evidence-based approach.

# data[].attributes.headline
Group A. Search the following as your related literature using Mendeley application just take a screen shot.

# data[].attributes.subject
Group A. Search the following as your related literature using Mendeley application just take a screen shot.

# data[].attributes.body
1.	Using Multimedia Instruction and Performance Feedback to Improve Preservice Teachers’ Vocabulary Instruction. 


2.	Research-¬Based Principles for Designing Multimedia Instruction Overview of Multimedia Instruction


3.	Designing multimedia instruction in anatomy: An evidence-based approach.

# data[].attributes.headline
Group A. Search the following as your related literature using Mendeley application just take a screen shot.

# data[].attributes.subject
Group A. Search the following as your related literature using Mendeley application just take a screen shot.

# data[].attributes.body
1.	Using Multimedia Instruction and Performance Feedback to Improve Preservice Teachers’ Vocabulary Instruction. 


2.	Research-¬Based Principles for Designing Multimedia Instruction Overview of Multimedia Instruction


3.	Designing multimedia instruction in anatomy: An evidence-based approach.

# data[].attributes.headline
Group B. Summarize/paraphrase the abstract of the following using Quillbot.com and then cite the reference.

# data[].attributes.subject
Group B. Summarize/paraphrase the abstract of the following using Quillbot.com and then cite the reference.

# data[].attributes.body
1.	Using Multimedia Instruction and Performance Feedback to Improve Preservice Teachers’ Vocabulary Instruction. 


2.	Research-¬Based Principles for Designing Multimedia Instruction Overview of Multimedia Instruction


3.	Designing multimedia instruction in anatomy: An evidence-based approach.

# data[].attributes.headline
Group B. Summarize/paraphrase the abstract of the following using Quillbot.com and then cite the reference.

# data[].attributes.subject
Group B. Summarize/paraphrase the abstract of the following using Quillbot.com and then cite the reference.

# data[].attributes.body
1.	Using Multimedia Instruction and Performance Feedback to Improve Preservice Teachers’ Vocabulary Instruction. 


2.	Research-¬Based Principles for Designing Multimedia Instruction Overview of Multimedia Instruction


3.	Designing multimedia instruction in anatomy: An evidence-based approach.

# data[].attributes.headline
Group B. Summarize/paraphrase the abstract of the following using Quillbot.com and then cite the reference.

# data[].attributes.subject
Group B. Summarize/paraphrase the abstract of the following using Quillbot.com and then cite the reference.

# data[].attributes.body
1.	Using Multimedia Instruction and Performance Feedback to Improve Preservice Teachers’ Vocabulary Instruction. 


2.	Research-¬Based Principles for Designing Multimedia Instruction Overview of Multimedia Instruction


3.	Designing multimedia instruction in anatomy: An evidence-based approach.

# data[].attributes.headline
Group C. Copy the reference of the following from Mendeley app into Microsoft word in APA format. 

# data[].attributes.subject
Group C. Copy the reference of the following from Mendeley app into Microsoft word in APA format. 

# data[].attributes.body
1.	Using Multimedia Instruction and Performance Feedback to Improve Preservice Teachers’ Vocabulary Instruction. 


2.	Research-¬Based Principles for Designing Multimedia Instruction Overview of Multimedia Instruction


3.	Designing multimedia instruction in anatomy: An evidence-based approach. 


4.	Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction


5.	Benefits of emotional design in multimedia instruction.

# data[].attributes.headline
Group C. Copy the reference of the following from Mendeley app into Microsoft word in APA format. 

# data[].attributes.subject
Group C. Copy the reference of the following from Mendeley app into Microsoft word in APA format. 

# data[].attributes.body
1.	Using Multimedia Instruction and Performance Feedback to Improve Preservice Teachers’ Vocabulary Instruction. 


2.	Research-¬Based Principles for Designing Multimedia Instruction Overview of Multimedia Instruction


3.	Designing multimedia instruction in anatomy: An evidence-based approach. 


4.	Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction


5.	Benefits of emotional design in multimedia instruction.

# data[].attributes.headline
Group C. Copy the reference of the following from Mendeley app into Microsoft word in APA format. 

# data[].attributes.subject
Group C. Copy the reference of the following from Mendeley app into Microsoft word in APA format. 

# data[].attributes.body
1.	Using Multimedia Instruction and Performance Feedback to Improve Preservice Teachers’ Vocabulary Instruction. 


2.	Research-¬Based Principles for Designing Multimedia Instruction Overview of Multimedia Instruction


3.	Designing multimedia instruction in anatomy: An evidence-based approach. 


4.	Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction


5.	Benefits of emotional design in multimedia instruction.

# data[].attributes.headline
Group C. Copy the reference of the following from Mendeley app into Microsoft word in APA format. 

# data[].attributes.subject
Group C. Copy the reference of the following from Mendeley app into Microsoft word in APA format. 

# data[].attributes.body
1.	Using Multimedia Instruction and Performance Feedback to Improve Preservice Teachers’ Vocabulary Instruction. 


2.	Research-¬Based Principles for Designing Multimedia Instruction Overview of Multimedia Instruction


3.	Designing multimedia instruction in anatomy: An evidence-based approach. 


4.	Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction


5.	Benefits of emotional design in multimedia instruction.

# data[].attributes.headline
Group C. Copy the reference of the following from Mendeley app into Microsoft word in APA format. 

# data[].attributes.subject
Group C. Copy the reference of the following from Mendeley app into Microsoft word in APA format. 

# data[].attributes.body
1.	Using Multimedia Instruction and Performance Feedback to Improve Preservice Teachers’ Vocabulary Instruction. 


2.	Research-¬Based Principles for Designing Multimedia Instruction Overview of Multimedia Instruction


3.	Designing multimedia instruction in anatomy: An evidence-based approach. 


4.	Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction


5.	Benefits of emotional design in multimedia instruction.

# data[].attributes.headline
Names: Romeo, Angel Mae B.,  Musarbie Sangkula T.

# data[].attributes.subject
Names: Romeo, Angel Mae B.,  Musarbie Sangkula T.

# data[].attributes.body
Group 5

# data[].attributes.body
Members:
Roiland James N. Dapitan

# data[].attributes.body
Members:
Roiland James N. Dapitan

# data[].attributes.body
References:

Peeples, K. N., Hirsch, S. E., Gardner, S. J., Keeley, R. G., Sherrow, B. L., McKenzie, J. M., … Kennedy, M. J. (2019). Using Multimedia Instruction and Performance Feedback to Improve Preservice Teachers’ Vocabulary Instruction. Teacher Education and Special Education, 42(3), 227–245. https://doi.org/10.1177/0888406418801913

Mayer, R. E. (2014). Research-Based Principles for Designing Multimedia Instruction Overview of Multimedia Instruction. Acknowledgement and Dedication, 1–12. Retrieved from http://hilt.harvard.edu/files/hilt/files/background_reading.pdf

Mayer, R. E. (2020). Designing multimedia instruction in anatomy: An evidence-based approach. Clinical Anatomy, 33(1), 2–11. https://doi.org/10.1002/ca.2326

Mayer, R. E. (2008). Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction. American Psychologist, 63(8), 760–769. https://doi.org/10.1037/0003-066X.63.8.760

Mayer, R. E., & Estrella, G. (2014). Benefits of emotional design in multimedia instruction. Learning and Instruction, 33, 12–18. https://doi.org/10.1016/j.learninstruc.2014.02.004

ALNEA PATTENY B. PAGAYON

JHAN CASTRO

BHON TAMASE

# data[].attributes.body
GROUP 6 – BABYLEN MAMINTAL AND JAYRALD LOUIE GUISIHAN

1. High-quality, effective vocabulary training is critical for all students' academic performance, but it is especially critical for children with disabilities. Teacher preparation programs must not only equip preservice teachers to deliver effective vocabulary instruction across grades and content areas, but also to teach children with impairments. There were 200 preservice teachers in this randomized control study. The impact of a mix of multimedia training and performance feedback on evidence-based strategies for successful vocabulary instruction on participants' understanding and application of those practices were investigated. We discovered that when compared to participants who received traditional lecture and text-based training and subjective feedback, the group that got multimedia instruction and performance feedback implemented more of the practices, more frequently, and more consistently for a longer time. The implications for future research and teacher education are highlighted.

2.  People learn more thoroughly when they are exposed to both words and images. This assertion is known as the multimedia principle, and it serves as the foundation for using multimedia instruction, which includes words (such as spoken text or printed text) and graphics (such as illustrations, charts, photos, animation, or video) to promote learning (Mayer, 2009). Figure 1 depicts frames from a narrated animation of how a tire pump works. The words are spoken in this example, while the pictures are presented as an animation. Other examples include textbook lectures on paper, slideshow presentations delivered in person, captioned video delivered via computer, and educational games and simulations delivered via handheld devices. What unites all of these examples of, regardless of presenting medium, is the use of words and visuals to facilitate learning is referred to as multimedia instruction.

3.This paper summarizes 10 research-based principles for how to design effective multimedia instruction in medical education involving anatomy. Clin. Anat. 32:2–11, 2019. © 2018 Wiley Periodicals, Inc.

https://www.mendeley.com/search/?page=1&query=Using%20Multimedia%20Instruction%20and%20Performance%20Feedback%20to%20Improve%20Preservice%20Teachers%E2%80%99%20Vocabulary%20Instruction.&sortBy=relevance#:~:text=High%2Dquality%2C%20effective,preparation%20are%20discussed

https://www.mendeley.com/search/?page=1&query=Research-%C2%ACBased%20Principles%20for%20Designing%20Multimedia%20Instruction%20Overview%20of%20Multimedia%20Instruction&sortBy=relevance#:~:text=People%20learn%20more,to%20promote%20learning.

https://www.mendeley.com/search/?page=1&query=Designing%20multimedia%20instruction%20in%20anatomy%3A%20An%20evidence-based%20approach.&sortBy=relevance#:~:text=This%20paper%20summarizes%2010%20research%2Dbased%20principles%20for%20how%20to%20design%20effective%20multimedia%20instruction%20in%20medical%20education%20involving%20anatomy.%20Clin.%20Anat.%2032%3A2%E2%80%9311%2C%202019.%20%C2%A9%202018%20Wiley%20Periodicals%2C%20Inc.

# data[].attributes.body
1.       High-quality, effective vocabulary training is critical for all students' academic performance, but it is especially critical for children with disabilities. Teacher preparation programs must not only equip preservice teachers to deliver effective vocabulary instruction across grades and content areas, but also to teach children with impairments. There were 200 preservice teachers in this randomized control study. The impact of a mix of multimedia training and performance feedback on evidence-based strategies for successful vocabulary instruction on participants' understanding and application of those practices were investigated. We discovered that when compared to participants who received traditional lecture and text-based training and subjective feedback, the group that got multimedia instruction and performance feedback implemented more of the practices, more frequently, and more consistently for a longer time. The implications for future research and teacher education are highlighted.

2.  People learn more thoroughly when they are exposed to both words and images. This assertion is known as the multimedia principle, and it serves as the foundation for using multimedia instruction, which includes words (such as spoken text or printed text) and graphics (such as illustrations, charts, photos, animation, or video) to promote learning (Mayer, 2009). Figure 1 depicts frames from a narrated animation of how a tire pump works. The words are spoken in this example, while the pictures are presented as an animation. Other examples include textbook lectures on paper, slideshow presentations delivered in person, captioned video delivered via computer, and educational games and simulations delivered via handheld devices. What unites all of these examples of, regardless of presenting medium, is the use of words and visuals to facilitate learning is referred to as multimedia instruction.

3.This paper summarizes 10 research-based principles for how to design effective multimedia instruction in medical education involving anatomy. Clin. Anat. 32:2–11, 2019. © 2018 Wiley Periodicals, Inc.

https://www.mendeley.com/search/?page=1&query=Using%20Multimedia%20Instruction%20and%20Performance%20Feedback%20to%20Improve%20Preservice%20Teachers%E2%80%99%20Vocabulary%20Instruction.&sortBy=relevance#:~:text=High%2Dquality%2C%20effective,preparation%20are%20discussed

https://www.mendeley.com/search/?page=1&query=Research-%C2%ACBased%20Principles%20for%20Designing%20Multimedia%20Instruction%20Overview%20of%20Multimedia%20Instruction&sortBy=relevance#:~:text=People%20learn%20more,to%20promote%20learning.
https://www.mendeley.com/search/?page=1&query=Designing%20multimedia%20instruction%20in%20anatomy%3A%20An%20evidence-based%20approach.&sortBy=relevance#:~:text=This%20paper%20summarizes%2010%20research%2Dbased%20principles%20for%20how%20to%20design%20effective%20multimedia%20instruction%20in%20medical%20education%20involving%20anatomy.%20Clin.%20Anat.%2032%3A2%E2%80%9311%2C%202019.%20%C2%A9%202018%20Wiley%20Periodicals%2C%20Inc.

# data[].attributes.body
Angel Mae B. Romeo

# data[].attributes.body
Members

Roche

Abscede

# data[].attributes.body
MEMBERS:

Salvo, Karl John

Arguelles, Valerie

Naval, Princess Millet

Astillo, Reynald

Rosal, John Rinald

Manico, Khyzer

Libabuni, Jay

# data[].attributes.body
MEMBERS:

Salvo, Karl John

Arguelles, Valerie

Naval, Princess Millet

Astillo, Reynald

Rosal, John Rinald

Manico, Khyzer

Libabuni, Jay

# data[].attributes.body
MEMBERS:

Salvo, Karl John

Arguelles, Valerie

Naval, Princess Millet

Astillo, Reynald

Rosal, John Rinald

Manico, Khyzer

Libabuni, Jay

# data[].attributes.body
Group mates

Moral

Nicer

Deloso

# data[].attributes.body
1. Supporting all children' academic achievement requires excellent, efficient vocabulary training, but it is especially critical for kids with disabilities. The task of preparing preservice teachers to teach students with impairments in addition to teaching language effectively across grade levels and subject areas is a challenge to teacher preparation programs. Two hundred preservice instructors participated in this randomized control study. We investigated how participants' knowledge and use of evidence-based strategies for effective vocabulary training were affected by a mix of multimedia instruction and performance feedback. We discovered that participants who got multimedia education and performance feedback executed more of the activities, more frequently, and for a longer period of time than those who received traditional lecture, text-based instruction, and subjective assessment. There is discussion of the implications for research and teacher preparation.

2. Words and images together teach people more deeply than words alone. This claim, also known as the multimedia principle, serves as the foundation for the use of multimedia instruction, which is instruction meant to promote learning that combines words (such as spoken text or printed text) and graphics (such as illustrations, charts, photos, animation, or video) (Mayer, 2009). For instance, Figure 1 displays stills from an animated story illustrating the operation of a tire pump. Here, the text is spoken and the images are shown as an animation. Additional instances encompass lessons from textbooks delivered on paper, in-person slideshow presentations, computer-based captioned videos, and educational games and simulations on portable devices. All of these instances of multimedia training, regardless of the presentation medium, use words and pictures to encourage learning.

3. Ten research-based guidelines for creating engaging multimedia lessons in anatomy-based medical education are compiled in this study.

using multimedia instruction and performance feedback to improve preservice teachers vocabulary instruction | Mendeley

research-based principles for designing multimedia instruction overview of multimedia instruction | Mendeley

designing multimedia instruction in anatomy: an evidence based approach | Mendeley

# data[].attributes.headline
Ano ma'am ito po ung final na answer nmin

# data[].attributes.subject
Ano ma'am ito po ung final na answer nmin

# data[].attributes.body
Grade 12 students Css

# data[].attributes.body
Grade 12 Css students

# data[].attributes.body
Members

Roche

Abcede

Zapanta

Aninag

Lloren

Salvado

Mamonto

From Grade 12 Css

# data[].attributes.body
MEMBERS:

Salvo, Karl John

Arguelles, Valerie

Naval, Princess Millet

Astillo, Reynald

Rosal, John Rinald

Manico, Khyzer

Libabuni, Jay