Linear Multimedia Benefits To Enhance Students' Ability To Comprehend Complex Subjects (original) (raw)

Aids to computer-based multimedia learning

Learning and instruction, 2002

Computer-based multimedia learning environments -consisting of pictures (such as animation) and words (such as narration) -offer a potentially powerful venue for improving student understanding. How can we use words and pictures to help people understand how scientific systems work, such as how a lightning storm develops, how the human respiratory system operates, or how a bicycle tire pump works? This paper presents a cognitive theory of multimedia learning which draws on dual coding theory, cognitive load theory, and constructivist learning theory. Based on the theory, principles of instructional design for fostering multimedia learning are derived and tested. The multiple representation principle states that it is better to present an explanation in words and pictures than solely in words. The contiguity principle is that it is better to present corresponding words and pictures simultaneously rather than separately when giving a multimedia explanation. The coherence principle is that multimedia explanations are better understood when they include few rather than many extraneous words and sounds. The modality principle is that it is better to present words as auditory narration than as visual on-screen text. The redundancy principle is that it is better to present animation and narration than to present animation, narration, and on-screen text. By beginning with a cognitive theory of how learners process multimedia information, we have been able to conduct focused research that yields some preliminary principles of instructional design for multimedia messages. 

Multimedia information and learning

Journal of educational multimedia and hypermedia, 1996

Multimedia is being used increasingly to provide computer based instruction. One reason for this trend may be the assumption that multimedia information helps people learn. To find out whether there is empirical support for this assumption, this paper reviews studies from a wide variety of fields to show that multimedia -may be able to help people learn more information more quickly compared to traditional classroom lecture. Redundant multimedia does not always improve learning compared to "monomedia." Specific situations in which multimedia information may help people to learn include (a) when the media encourage dual coding of information, (b) when the media support one another, and (c) when the media are presented to learners with low prior knowledge or aptitude in the domain being learned. There is empirical support for concluding that specific multimedia can be used to help people learn specific kinds of information.

The promise of multimedia learning: using the same instructional design methods across different media

Learning and instruction, 2003

Multimedia learning occurs when students build mental representations from words and pictures that are presented to them (e.g., printed text and illustrations or narration and animation). The promise of multimedia learning is that students can learn more deeply from well-designed multimedia messages consisting of words and pictures than from more traditional modes of communication involving words alone. This article explores a program of research aimed at determining (a) research-based principles for the design of multimedia explanations-which can be called methods, and (b) the extent to which methods are effective across different learning environments-which can be called media. A review of research on the design of multimedia explanations conducted in our lab at Santa Barbara shows (a) a multimedia effect-in which students learn more deeply from words and pictures than from words alone-in both book-based and computer-based environments, (b) a coherence effect-in which students learn more deeply when extraneous material is excluded rather than included-in both book-based and computer-based environments, (c) a spatial contiguity effect-in which students learn more deeply when printed words are placed near rather than far from corresponding pictures-in both book-based and computer-based environments, and (d) a personalization effect-in which students learn more deeply when words are presented in conversational rather than formal style-both in computer-based environments containing spoken words and those using printed words. Overall, our results provide four examples in which the same instructional design methods are effective across different media. 

Using Multimedia Materials in the Teaching of Scientific and

2015

Information technology has changed the professional environment of scien-tific and technical translators, who must work with new formats and chan-nels of information. To meet these new challenges, translation teachers must place special emphasis on the importance of the non-textual informa-tion evolving around multimedia texts and adopt a more dynamic approach towards audiovisual translation (AVT). In this paper, we argue for the in-clusion of graphic information as a new focus for AVT, and present the results of a research project aimed at designing teaching materials for audiovisual, scientific and technical translation. These materials highlight the potential benefits of audiovisual resources for all users in the acquisi-tion of subject field knowledge and terminology and the constraints im-posed on translation by visual and acoustic material.

The value of multimedia in learning

Adobe Motion Design Center. Retrieved on …, 2005

As broadband becomes ubiquitous, interactive designers are increasingly called upon to incorporate multiple media and dynamic graphics into their work. Presenting instruction in multiple media can be more effective than doing it through a single medium (such as text), but what is important is combining media effectively, not merely adding media.

INSTRUCTIONAL MEDIA FOR EFFECTIVE TEACHING AND LEARNING

The use of multimedia in industries has been extensive, as it has been effective in increasing productivity and retention rates, where research has shown that people remember 20% of what they see, 40% of what they see and hear, but about 75% of what they see and hear and do simultaneously (Lindstrom, 1994). Multimedia is now permeating the educational system as a tool for effective teaching and learning. With multimedia, the communication of information can be done in a more effective manner and it can be an effective instructional medium for delivering information.