Page 58 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project

P. V. Arumugam & J. S. Emmanuel · Course learning re-design, capacity building and

learner engagement - Wawasan Open University (WOU), Malaysia

mind the cognitive load theory proposed by Sweller (1988), who argued that
instructional design (ID) can be used to reduce cognitive load in learners, several

chunks of text-based content were converted into videos.

Approximately ten videos were created to allow students to experience both
text and video-based learning content. Each video was kept between three to five

minutes in length to avoid any additional learning load on the learners. All the

videos were created using artificial intelligence-assisted technology. Di erent
platforms were used to create the video content, for example Canva, Synthesia ,and

InVideoAI. We also experimented with having learners access the revised structure
and videos using desktops, laptops, and tablets.

Multimodal Assessment Feedback Pilot

A survey was conducted to gauge student perception of the multimodal feedback.

The audio feedback was evaluated in absolute terms, that is, whether it was
associated with the attributes: informative, timesaving, personal, and instructive

on a five-point answer scale (“1” = do not agree, “5” = agree a lot) (see Table 4).

Table 4
Absolute Assessment of Audio Feedback

Feedback Mean
Informative 4.18

Timesaving 4.03

Personal 4.32

Instructive 4.00

Based on Table 4, above, the respondents generally agreed that the audio
feedback is informative, saves time, personal, and instructive. The evaluation also

contained a more relative assessment, where audio feedback was compared to
text-based feedback (“1” = text is better, “5” = audio feedback is better). The

dimensions used here were: intelligibility, richness in information,
individualisation, and overall perceived quality of the feedback (see Table 5).

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