Using Memes in Instruction: Communication Accommodation and Personalization

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2022
Authors
Urashima, Jaymian
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Paek, Seungoh
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Learning Design and Technology
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As the number of students enrolling in online courses increase (Ginder et al., 2018), instructors may find themselves needing to adapt to this environment (Trammel & LaForge, 2017). They may feel the need to find tools to help them connect better with students online. The current study examines one such tool that may be able to assist with building these connections: Internet memes. A combination of the cognitive theory of multimedia learning (CTML; Mayer, 2021) and the communication accommodation theory (CAT; Giles, 1973; Giles et al., 1973) is used to explain how memes can be perceived by students as an attempt by their instructor to connect with students. It was predicted that the use of memes in instructional videos will lead to increased feelings of social response, which will then lead to increased feelings of motivation and learning. It was also predicted that the use of memes will be related to lowered perceptions of instructor credibility. An experimental design was used to compare instructional videos without images, with stock images, and with memes. The findings indicated that the use of memes was not related to increased feelings of social response or decreased perceptions of credibility. The results also indicated partial support for Mayer’s (2021) CTML. Theoretical and practical implications of meme use in instructional videos are discussed.
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Educational technology, Communication accommodation, Instructional videos, Memes, Multimedia learning, Personalization
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137 pages
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