摘要：This study investigates multiple intelligences in relation to online videoexperiences, age, gender, and mode of learning from a rural Australian university.The inter-relationships between learners’ different intelligences and theirmotivations and learning experience with the supplementary online videos utilisedin their subjects are investigated. These videos were accessed by students using avariety of digital devices, including mobile devices and in lecture theatres.Quantitative responses using online surveys were collected from 111 students.Measures included McKenzie’s Multiple Intelligences Inventory and the OnlineVideo Experience Inventory. The Online Video Experience Inventory resulted intwo sub-scales, namely, motivation and learning experience. Overall multipleintelligences was significantly positively correlated with learning experience butnot student motivation. Although the findings revealed a significant differencebetween the MI profiles of respondents and their age category, it was revealed thatall students are lower in Existential intelligence. Further analyses between genderand the MI subscales also indicated significant differences between gender andLogical-Mathematical and Intrapersonal intelligences. However, a negligiblesignificant relationship was found between the two sub-scales of the LearningExperience Inventory and age of the participants.
