Summary CaseStudy

Metacognition 
Figs. 11 and 12 show two steps in the 
hypothesis coding process. In the first, 
Fig. 11, childrens’ own words are used 
to categorise data which is significance 
tested using frequency analysis. Children 
described how they learn things most 
effectively e.g. ‘Teacher asks and we 
answer’, ‘Using cubes to count up’, 
‘Drawing a picture to figure things out’. 
In Fig. 12, using hypothesis coding to 
them the descriptions according to 
sensory and active learning keywords, we 
reveal that 50% of students learn best by 
‘doing’ and 50% identified verbal and 
multi-sensory input as their most effective 
learning processes. These categories are 
aligned to the processes of multimedia 
learning (fig. 2) outlined by Mayer & 
Moreno (2003) and may signify an ability 
on the part of some students to 
distinguish how they are utilising
working memory to incorporate new 
knowledge with knowledge already held in 
meaningful learning processes. 
Fig. 11. In their own words - Children identify how they learn best.
Fig. 12 Aggregated metacognition categories by sensory-
input / active-processing descriptions

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This insight, also termed metacognition (Mayer, 1998), reveals potential evidence to support cognitive 
theory of multimedia learning and may further suggest a gendered response to interactive multimedia 
learning. 
ANALYSIS 
Important themes emerge from the findings. The search for evidence of enhanced multimedia 
instruction and learning facilitated by interactive technologies in the classroom was the core objective 
of the research. 
Multimedia instruction and learning
While the embeddedness of whole class multimedia instruction, facilitated by IB technology appears 
to be appreciated as a useful teaching resource and well received as an aid to learning by young boys 
in particular, there appears to be a reluctance on the part of teachers to embrace individual interactive 
devices in similar fashion. There are numerous good reasons for this, as noted in the results section 
e.g. battery life, poor network connection. 
If the use of individual devices, in self-directed learning and problem-solving is reflective of a 
meaningful learning as described by Mayer (2009) the potential benefits, especially on the part of girls 
are not to be dismissed lightly. Mathews et al in their paper titled ‘Early gender differences in self-
regulation and academic achievement’ (2009) found small but statistically significant gender-based 
differences in self-regulation at primary school ages. The gender differences here may support or 
reflect these findings.