How to Make Learning Effectiveness with Mayer’s Multimedia Instructional Model

“People learn more deeply from words and graphics than from words alone” [19]. This assertion constitutes the basic principle of multimedia instruction as one of the trends in the digital education. Some of instructional material designers or developers are not familiar with the principles of learning with multimedia in the creation of learning materials which may negatively impact learning effectiveness. Hence, this literature review paper aims to present the theoretical aspects of Mayer’s multimedia instructional learning with the main focus on the tenets and principles. The paper also aims to derive a set of implications that hopefully be of value for teachers and instructional designers in higher education who often endeavor to design multimedia materials supporting the motivation and knowledge retention

Implications of social media use on instruction and student learning: An exploratory study

Despite being a norm in contemporary organizations including in academia, there is limited understanding how multimedia technology use might impact learning. We have also seen a rise in the use of social media applications such as Facebook, tweeter, Instagram, skype, flickr, and blogging among students, but it is unclear the extent to which the academe embraces these applications. In this study, we examine the potential role of multimedia technology and social media use in the learning process. We explore the potential implications for instruction and on student learning of the marriage between multimedia technology and social media use. Focusing on the content delivery component of instruction, we explore potential relationship between the rich multimedia content in Multimedia Information Networks (MINets)-- the structured media collections such as documents, images and videos that are linked by nodes, and the ongoing developments in social media to the learning process. We propose a framework that links instructor to students through social media-- supposing that learning impacts of social media depend upon the interface of the content, particular medium adopted, instructor and student demographics including learning style, teaching style and instructor skills. That is, social media becomes a channel through which learning occurs. Classifying multimedia technology as tools and social media as interactive Web 2.0 Internet-based applications, we employ case studies in developing the framework and we follow up with a discussion of potential implications of social media applications in academia

Supporting Home Language Reading through Technology in Rural South Africa

This paper describes a short-term longitudinal study in South Africa, with children in grades 1-3, some of whom received a multimedia technology reading support program in one of three home languages and English (through exisiting computer labs in schools). Findings reveal a positive and significant impact on local language reading acquisition among children with multimedia support. The study shows that effective literacy support can help struggling rural learners make significant gains that will help them complete their schooling. The ability to accomplish a full cycle of primary school with fully developed reading skills has significant implications for life-long learning

Using a Mobile Multimedia System to Improve Information Exchange in EMS.

This research uses multiple research methodologies guided by Information Systems Design Theory (ISDT) to design and evaluate a mobile multimedia information system for Emergency Medical Services (EMS). We examined the impact of multimedia information for EMS information exchange and decision-making. A field study was designed and conducted in the Boise, Idaho region for three months to evaluate the system and validate ISDT design propositions. Findings from qualitative analysis illustrated the value of digital images and audio recordings for improving information exchange and augmenting medical decision-making. This paper describes the problem and justification, presents the system design, the pilot test methodology and findings and overall implications and future research directions

The Combination of Imaginative Teaching Methods and Multimedia Learning in Early Childhood Education during COVID Pandemic: Social-Emotional and Language Development

Purpose – This study aimed to identify whether there is an increase in social-emotional and language aspects’ enhancement through the combination of imaginative teaching methods and multimedia learning that the teacher carried out.Design/methods/approach – This is a quantitative study that applies the pre-experimental design method. The model applied through this research was in the form of a pretest-posttest group which was carried out by comparing the emotional abilities of children before and after being given treatment in the form of a combination of imaginative processing methods and multimedia learning. The sampling technique used purposive sampling where the research subjects were in their early childhood, aged 5-6 years.Findings – Imaginative teaching approaches and multimedia-based learning impact the development and improvement of children's socio-emotional and language development. This can be seen from the comparison between the post-test scores that are more significant than the pre-test scores, namely, and the significance value on all dimensions is 0.000 <0.05.Research implications/limitations – In this study, the use of pretest and posttest methods in experimental design helps to clarify differences in the provision of imaginative processing methods and multimedia learning. The obstacles faced by the majority relate to the internet connection in communicating with teachers.Practical implications – The combination of imaginative learning methods and multimedia learning improves language social-emotional aspects effectively. The results of this study contribute to understanding for teachers and school institutions to better utilize information and communication technology in optimizing child development. Paper type Research pape

The Impact of Social Media Features on Teaching Presence in Communities of Inquiry

We examine which features of social media support teaching presence both in and outside of the classroom. Our findings have implications for both design and practice, showing that parsimonious communication tools (PCTs), liberal communication tools (LCTs), multimedia, and notifications support teaching presence. The affordances of these first two relate to immediacy, and hence, allow teaching presence to be expressed in different ways. Meanwhile, notifications allow for filtering incoming information, and thus, impact teaching presence holistically. Multimedia allows CoI members to embed more content and therefore, also have an overarching effect on teaching presence. The only social media feature noted to be conducive to expressing teaching presence inside of the classroom is PCTs

Enhancing Preschool English Vocabulary Through Multimedia Tools: Insights from a Mixed-Methods Study

Purpose – The primary objective of this research was to evaluate the effectiveness of multimedia tools in augmenting English vocabulary enrichment in preschool environments. This study was driven by the need to explore innovative approaches in early childhood language education and assess these tools' impact in enhancing learning experiences. Design/methods/approach – Adopting a mixed-methods approach, the study, conducted in two North Aceh preschools, evaluated multimedia integration in teaching and its impact on student outcomes, motivation, and engagement. It combined observations, document analysis, interviews, and tests, employing qualitative (educator interviews) and quantitative (vocabulary pre-and post-tests) data collection methods. Findings – The findings significantly improved students' vocabulary acquisition and active participation. Using multimedia tools in teaching and incredibly interactive PowerPoint presentations led to enhanced engagement and effectiveness in learning. Students showed marked improvements in self-confidence and language skills. The study also observed that multimedia integration fostered collaborative learning and increased technological proficiency among students. Research implications/limitations – These findings imply a potential paradigm shift in early childhood language education, suggesting incorporating multimedia tools for more engaging and compelling learning experiences. The study's limitations include its focus on specific preschool environments and the potential challenge of replicating the approach in resource-limited settings. Further research is needed to assess the approach's applicability in diverse educational contexts and its long-term impacts. Originality/value – This study offers novel insights into the application of multimedia tools in early childhood language education. It highlights how innovative teaching methods can significantly improve vocabulary skills and educational outcomes. These findings suggest impactful changes in teaching practices and pave the way for future research and potential shifts in educational policies. Paper Type Research pape

How captions help people learn languages: A working-memory, eye-tracking study

Captions provide a useful aid to language learners for comprehending videos and learning new vocabulary, aligning with theories of multimedia learning. Multimedia learning predicts that a learner’s working memory (WM) influences the usefulness of captions. In this study, we present two eye-tracking experiments investigating the role of WM in captioned video viewing behavior and comprehension. In Experiment 1, Spanish-as-a-foreign-language learners differed in caption use according to their level of comprehension and to a lesser extent, their WM capacities. WM did not impact comprehension. In Experiment 2, English-as-a-second-language learners differed in comprehension according to their WM capacities. Those with high comprehension and high WM used captions less on a second viewing. These findings highlight the effects of potential individual differences and have implications for the integration of multimedia with captions in instructed language learning. We discuss how captions may help neutralize some of working memory’s limiting effects on learning

Unfair Interactive Multimedia CD-ROM

My honors thesis project involved turning one of my short stories, Unfair, into an interactive multimedia CD-ROM. In adapting the story to this new medium, I struggled with what could be included in the project (both original text and new, multimedia elements); what had to omitted; how the story was to be organized and other implications resulting from the shift in medium. My original goal for this project was to modify a traditional text story, creating a version that was enhanced; that is, better than the original. After dealing with the technical and conceptual issues inherent with a project like this, I don\u27t think I\u27ve succeeded in my original goal. Rather, I think the CD-ROM version of Unfair is weaker in emotional impact than its prototype

Vodcast Impact on Students\u27 Attitudes and Behavioral Intentions

Purpose: This paper uses structural equation modeling to assess the effectiveness of Vodcasts (video podcasts) as part of a university’s communication strategy with prospective students. Design/methodology/approach: Three theoretical models were tested using a structural equation model. Findings: We find that perceived informativeness, credibility, and irritation of the advertising are directly related to the value of the Vodcast advertising. However of those three factors, only the informativeness is directly related to the intent to take further action toward enrollment. In addition, while prior work has suggested that perceived entertainment of advertising positively influences its perceived value, we find that for these university Vodcasts, perceived entertainment is not a statistically significant factor. Research limitations/implications: The results suggest that for Vodcasts used for these purposes, less attention should be given to entertainment value, and more attention should be focused on providing useful information in a manner that is credible and not irritating to students. Originality/value: Vodcasts have become part of the Internet multimedia experience and have been integrated into universities’ web-based promotion strategies. While prior work has examined general advertising on the web, few studies have considered the impact of the interactive medium of Vodcasts on attitudes and behavioral intentions