Author(s)

Atef F. Mashagbh¹, Rosseni Din^2*, M. Khalid M. Nasir², Lilia Halim², Rania Ahmad Al-Batainah¹

¹Al al-Bayt University, Mafraq, Jordan.
²UniversitiKebangsaan Malaysia, Selangor, Malaysia.

The utilization of Multimedia Instruction (MI) in teaching and learning is growing rapidly. The combination of various media assists educational reform, and is important to the improvement of education outputs. The MIuse has been a challenge to educators especially in Jordan. This study aimed to re-calculate the reliability and validity of online individualized MI instrument in a new Online Individualized Multimedia Instruction (OIMI) framework for engineering communication skills. In this study, this model designates the multimedia instruction as one of the latent variables, to be measured by six observed variables, which are modality, contiguity, personalization, coherence, redundancy, and signaling. Data collected and tested from 166engineering learners. Confirmatory factor analysis using AMOS was conducted to obtain three best-fit measurement models. The results showed evidence of a five-dimension measurement model for MI except forcoherence. This result enlightens the model, which includes explanations of Mayer’s Cognitive Theory of MI and multimedia instructional in Practice.

Multimedia Instruction, Learning Style, OIMI

Mashagbh, A. , Din, R. , Nasir, M. , Halim, L. and Al-Batainah, R. (2019) Reliability and Validity of Online Individualized Multimedia Instruction Instrument for Engineering Communication Skills. Creative Education, 10, 3041-3048. doi: 10.4236/ce.2019.1012228.