Exploring the Effectiveness of Meme-Based Learning on Nigerian University Students’ Engagement, Motivation, and Understanding of Complex Concepts: A Survey Study
Résumé
This study investigated the effectiveness of meme-based learning on Nigerian university students' engagement, motivation, and understanding of complex concepts. Using a survey design, the research involved 60 students from the Department of Educational Technology at Lagos State University of Education. A four-week meme-based learning intervention was implemented, incorporating multimedia learning, social learning, and gamification principles. The results showed significant positive effects of meme-based learning; 80% of students reported increased engagement with course material, 75% indicated higher motivation to learn complex concepts, 80% noted improved understanding of complex concepts, 90% found learning more enjoyable with memes and 75% perceived meme-based learning as more effective than traditional teaching methods. These findings suggest that meme-based learning can be a powerful tool for enhancing educational outcomes in Nigerian universities. However, the study also revealed that a small percentage of students did not benefit from or prefer this approach, highlighting the need for diverse teaching strategies. The research contributes to the growing body of literature on innovative pedagogical approaches in African contexts and demonstrates the potential of leveraging internet culture for educational purposes. It also underscores the importance of culturally relevant content in meme-based learning strategies.
Citer ce document
Accès au document
Texte intégral en lecture en ligne, réservé aux abonnés SPHAERO et aux membres de l'institution. Se connecter
Voir l'article sur le site de la revueStatistiques
Consultations : 1
Téléchargements : 0