Results indicated significant correlations between an agent's instructional style and perception of the multimedia learning environment, B = .9396, t 70) = 3.17, p = .0022; between an agent's instructional style and positive emotion, B = .5816, t 70) = 2.4, p = .0185; and between positive emotion and perception of the multimedia learning environment, B = .9686, t 70) = 10.71, p = .000.000
The results are related to students' awareness regarding the instructional cues and students' perceptions of tool-functionalities. Implications for the instructional design of CMS supported courses are discussed.
The results of this study found significant differences in students' perceptions of instructional strategies for improving knowledge and for de-stigmatizing mental health issues.
This factor focused on perceptions about instructional usefulness.
Recently, investigations concerning student/instructor perceptions of instructional multimedia have been published [ 21, 22].
However, published reports examining student/instructor perceptions of instructional multimedia in physical therapy education were not found.
Table 4 Scores of items assessing students' perception of instructional videos and class tasks Number Pre-course Post-course t Sig.
Montfort et al. (2012), for example, found that the most important factor influencing instructors' decisions to adopt evidence-based instructional practices was their perception of how well it would work in the context of their own course.
Both qualitative and quantitative data collection techniques were used; and the data was collected using achievement test, social presence perception scale, Instructional Materials Motivation Survey and student opinion identification form.
No interaction between instructional set and pain perception was noted in the lower extremity (Wilks' Lambda = 0.97, F (2,54) = 0.99, p = 0.38, partial η2 = 0.04) suggesting the expectation instructional set did not influence SMT associated hypoalgesia in the lower extremity.
