Audiovisual Resources in Formal and Informal Learning: Spanish and Mexican Students’ Attitudes
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This research analyses the evolution in the effectiveness of media messages and aims to optimize the use of ICTs in educational settings. The cultural impact of television and multimedia resources is increasing as they move to the Internet with ever greater quality. The integration of visual narrative techniques with multimedia playback capabilities of the Internet is creating an innovative model of knowledge transfer that contrasts with some traditional school approaches. So, the introduction of audiovisual elements and multimedia resources in the classroom seems to be more effective than other “traditional” methodologies. In order to assess and test this initial hypothesis, this research relies on empirical data from a survey conducted among more than 400 students from Spanish and Mexican schools. Besides considering the relation between the time spent watching multimedia resources and students’ academic performance, this paper analyses the possible benefits of learning strategies that include multimedia and audiovisual elements. Above all, we suggest that teachers should use educative methodologies that trigger emotional responses, in the same way as entertainment and multimedia resources do.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it