External and internal representations in multimedia learning (original) (raw)
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Research on educational technologies--ranging from motion pictures to computer-based tutoring systems--documents a disapointing history in which strong claims for a new technology are followed by large-scale implementations which eventually fail Mayer, in press). For example, in 1922, the famous inventor Thomas Edison proclaimed that "the motion picture is destined to revolutionize our educational system and that in a few years it will supplant...the use of textbooks" (cited in Cuban, 1986, p. 9). Yet, in reviewing the role of motion pictures in schools over the decades since Edison's grand predictions, Cuban (1986, p. 17) concluded that "most teachers used films infrequently in classrooms." Similarly, fifty years later in the 1970s, the game-like computer-assisted instruction (CAI) programs that were tauted as the wave of the future in education eventually proved to be no more effective than teacherbased modes of instruction (Cognition and Technology Group at Vanderbilt, 1996). Today, similarly strong claims are being made for the potential of multimedia learning environments.
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.
USING MULTIMEDIA AS AN EDUCATION TOOL
the Motion picture is destined to revolutionize our educational system and that in a few years it will supplant…the use of textbooks" Thomas Edison, 1922. Computing and communication technology continue to make an ever-increasing impact on all aspects of cognition, education and training, from primary to tertiary and in the growing open and distance learning environment. However, many of us also refrain from using computers for fear of failure. We want to sharpen our computer skills, but are scared to make the effort because we lack those very skills.
Journal of Educational Multimedia and …, 2003
With the recent technological developments, an opportunity has emerged to introduce more efficient instruction into the classroom. The traditional blackboard approach is gradually giving way to more interaction between the instructor and students. Multimedia can be defined to be multiple forms of media (text, graphics, images, animation, audio and video) that work together. It is unparalleled in its ability to disseminate information quickly and accurately. Before the digital era, multimedia was delivered using one-way communication technologies such as books, magazines, radio and television. The invention of the personal computer and the Internet, however, has introduced interactivity and created an engaging learning environment. Literature on learning and technology contains evidence that multimedia has the potential to transform every aspect of academic endeavor from instruction and learning to research and dissemination of knowledge. In this paper, we will discuss why multimedia should be employed as the centerpiece for an emerging pattern of instruction. It can promote independent and cooperative learning, improve performance of low achievers and special student populations, while heightening interest in learning, writing and research. responses to stimuli) as the only concern of its research and the only basis of its theory without reference to conscious experience. 2 It was developed in reaction to introspectionism, a doctrine that states psychology must be based essentially on data derived from introspection. A serious limitation of early behaviorism was its focus on observable behaviors in response to stimulus conditions. This narrow approach restricted the study of several critical phenomena (e.g., reasoning, thinking and understanding) that are closely related to education. While preserving behavior as data, radical behaviorism allowed hypotheses about internal mental states when they were needed to explain certain phenomena. In the late 50's, a better understanding of the complexity of human behavior lead to the development of a new field: cognitive science. From the start, cognitive science attempted to explain learning using a multidisciplinary perspective that included complimentary disciplines such as linguistics, philosophy, anthropology, computer science, neuroscience and several branches of psychology. In later years, new tools, techniques and methodologies enabled a serious study of mental functioning. Scientists were able to test their theories without speculation about thinking and learning, develop insights into the importance of the social and cultural contexts of learning, and gain perspectives on learning that complement and enrich the experimental research traditions. Attempts to utilize computers to enhance learning began with the pioneering efforts in late 60s. The past decade, in particular, has witnessed unprecedented advances in computing and communications technologies that resulted in faster computers and higher bandwidths. Information technology (IT) enables the acquisition, recording, organization, retrieval, display, and dissemination of information in all forms. The digital era not only extends the possibilities of the old one-way communication technologies such as books, magazines, radio and TV but also offers new opportunities. Multimedia is multiple forms of media including text, graphics, images, animation, audio and video. The complexity (i.e., the processing, storage and transmission requirements) of these forms increase in the given order.
Multimedia education-several-angles view
1999
The multimedia and advanced technologies are bringing enormous changes in the field of education, especially education for future computer professionals. Additional ways for students to interact with their study materials, as well as with their teachers, are available. Developments in the area of multimedia technology and its introduction into the educational process have changed the characteristics and methods of education. Still, computer science theory mainly considers the technical points of multimedia education, or necessary changes in education methods. This paper discusses some other angles of influence of advanced multimedia on education - social, ethical, legal or moral, for example
COGNITIVE THEORIES AND MULTIMEDIA LEARNING AND TEACHING20190506 48610 1y88285
At present it is almost impossible to imagine formal and non-formal education without the use of computers and information and communication technology (ICT), and we can rightly say that modern education is increasingly taking place in a multimedia environment and relying on multimedia teaching and learning. In fact, multimedia with its existence and progress continually poses new challenges to educational technology, but also to the teaching process itself. As a result, classical traditional learning and teaching leaves classrooms, while parallel to that, multimedia becomes an unavoidable segment in the process of acquiring knowledge. The multimedia display provides a better understanding and understanding of teaching content that can be presented in many ways, and which gives a higher educational value. The focus of work is the importance and contribution of the theory of multimedia learning with a focus on activating cognition among students, as well as an analysis of the effectiveness of the use of media in teaching. Also, a special emphasis in the work is focused on the analysis of qualitative and quantitative research methods and techniques for examining the role, significance and efficiency of multimedia teaching and learning in the educational process.
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.