Learning Theories: Multimedia Learning Theory

Mayer and Moreno’s (1999) Cognitive Theory of Multimedia Learning states that deeper learning can occur when information is presented in both text and graphics than by text alone. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/learning-theories

Presents Spoken Texts in Multimedia Instructions as an Alternative to Printed Texts

Multimedia instructions refer to presentations that contain graphics and texts information. The graphics can include pictures, drawings, diagram, chart, animation, video, or simulations. In addition, texts can include printed texts or spoken texts. Multimedia education occurs when learners create mental representations caused by combining texts and relevant graphics simultaneously in lessons. Research evidence shows that not all multimedia instructions are equally useful. How can we use multimedia instructional to help learners to grasp knowledge? Do learners learn better when multimedia instructions present spoken text in multimedia instructions as an alternative to printed text principle? This article examines whether there is any benefit on supplementing spoken text with multimedia. Specifically, do learners learn more from spoken text and graphics, rather than from printed text and graphics? Meaningful learning engages the learner into excessive cognitive load processing during learning; on the other hand, the learner’s cognitive capacity is limited. For that, reasons multimedia instructional designers must take into account the learner's cognitive load processing. One of the obstacles of multimedia instructions is the possibility of overloading the learners’ cognitive capacity. Multimedia instructional designers must design multimedia instruction in ways that minimize the possibility of overloading the learners’ cognitive capacity. Also will examines the limitations of presenting spoken rather than printed texts; Reasons for presenting spoken rather than printed texts; Evidence for Using Spoken Rather Than Printed Text; And when this principle applies

Exploration of concise redundancy in online multimedia learning

With the rapid growth of multimedia in education, the importance of investigating the effect of redundancy, repeating instructional messages to enhance conceptualization in instructional material design, is becoming more important. Various studies have been conducted recently regarding the effects of different forms of redundancy. A multimedia lesson presenting concurrent on-screen text, still graphics or animations, and narration is a typical setting in redundancy research. Concise redundancy is the revision of the on-screen text into a concise form which is presented to the learners concurrently with visualizations and narration. The purpose of this study was to investigate, while controlling for spatial ability, the effects of concise redundancy on students\u27 retention and confidence when learning with highly complex multimedia materials. In addition, the effects of animation or still graphics along with text redundancy were examined. No significant differences were found between the graphic presentations (animation or series of stills) and text redundancy groups (full, concise, or none) on retention or levels of confidence. When examining the results taking into account high and low spatial abilities, no significant differences were found in terms of different graphic presentation (animation or series of stills) and different text redundancy groups (full, concise, or none). However, in one condition, low spatial ability learners exhibited significantly higher levels of confidence than high spatial ability learners when learning with narrated static graphics and concise redundancy. The current study should provide further guidance for researchers who are interested in examining narrated multimedia lessons containing concise redundancy when comparing static graphics to animated graphics

Implementasi Media Pembelajaran Teknik Pengkodean Barcode Berbasis Multimedia dalam Meningkatkan Kualitas Kegiatan Belajar Mengajar

Science information and communication technology, especially the use of computers is growing rapidly every year. One is the application in multimedia. Multimedia has changed the way people interact with computers. Multimedia applications can quickly attract the attention of someone, to be used according to their individual needs. Today, many multimedia functions involved in various fields of activity. Not only in entertainment but also used in the learning process. Media multimedia-based learning is one application that can be used for students in education today. Because it can provide an interactive learning materials and supported various aspects such as audio, video, animation, text, and graphics. Software development methods of learning media using the Multimedia Development Lifecycle. Multimedia Development is carried out by eleven stages, namely defining the problem, feasibility studies, system requirements analysis, design a concept, designing the content, designing text, graphics designing, producing system, test system, using the system, maintaining the system. Application of instructional media barcode-based multimedia coding techniques to assist teachers in improving the quality of teaching and learning activities so that it becomes more attractive for students

Effects of Redundancy of Multimedia Instruction on Spanish Reading and Listening Skills

The redundancy principle of multimedia learning indicates that people learn better from graphics and narration simultaneously than from graphics, narration, and printed text simultaneously. The current study investigated whether the redundancy principle may apply to multimedia instruction of correspondences between a second language (L2) and a native language’s reading and listening content. 100 college students in New York City learned correspondences between Spanish and English words and phrases in a counterbalanced within-subjects design, from three trials of video instruction that was redundant (including text as captions) or non-redundant (including text as non-concurrent text slides). For each condition, participants completed tests translating text and audio of taught words/phrases (testing both rote memorization and transfer knowledge) after each instructional trial. Results of multilevel models showed participants learned Spanish reading and listening translations together better from the non-redundant than redundant video instruction (p \u3c .05), and particularly for far transfer and English-to-Spanish translation questions (ps \u3c .05). Results of further multilevel models showed learners’ fluid intelligence and executive functioning to not moderate these effects (ps \u3e .05), but to predict higher L2 learning irrespective of condition (ps \u3c .05). Implications of the study include, when implementing L2 instructional multimedia with videos presented in both L2 and native language versions, that written text can be best included sequentially (on ‘bilingual text slides’) rather than concurrently with videos. In this paired format the two languages’ text displayed together non-redundantly likely facilitates cognitive strategies that are not possible with the same text displayed redundantly as captions on the videos separately. Implementation of such cognitive science-informed instructional practices may have societal benefits of improving L2 learners’ tolerance of ambiguity and cultural competence (qualities linked with L2 learning). Limitations of the present study include unclear generalizability of the advantages of non-redundant L2 instructional multimedia with bilingual text slides to non-translation aspects of L2 reading and listening skills. It is also unclear if non-redundant L2 instructional multimedia with text would be more than equally effective as its redundant counterpart in any situations where its text slides are not bilingual. Future directions are suggested investigating viable design options of non-redundant L2 instructional multimedia, and replications/extensions of the present study’s comparison incorporating highlighting (as per the signaling principle of multimedia learning), gamifications, or adaptations to heritage language learners’ particular learning goals

A comparative analysis of the effects of instructional design factors on student success in e-learning: multiple-regression versus neural networks

This study explores the relationship between the student performance and instructional design. The research was conducted at the E-Learning School at a university in Turkey. A list of design factors that had potential influence on student success was created through a review of the literature and interviews with relevant experts. From this, the five most import design factors were chosen. The experts scored 25 university courses on the extent to which they demonstrated the chosen design factors. Multiple regression and supervised artificial neural network (ANN) models were used to examine the relationship between student grade point averages and the scores on the five design factors. The results indicated that there is no statistical difference between the two models. Both models identified the use of examples and applications as the most influential factor. The ANN model provided more information and was used to predict the course-specific factor values required for a desired level of success

Improving Screencast Accessibility for People with Disabilities: Guidelines and Techniques

Screencast video tutorials are increasingly popular in libraries, but may present access problems for people with disabilities unless specific accessibility features are added during screencast creation. This article reviews existing standards for accessible web-based multimedia and gives guidelines on how to create accessible screencasts based on these standards

How Increased Motivation Levels Can Lead to Increased Levels of Muscular Strength and Cardiovasular Endurance

The purpose of many physical education programs in schools across the United States is to make students who pass the class physically educated students; hence the name of the class itself. To be physically educated means having a certain set of characteristics fostered by repeated exposure to constructive, effective physical education environments. One of the most important qualities a physically educated student possesses is that they value physical activity and its contributions to a healthy lifestyle. This is simple enough. However, when high school students on the brink of adulthood do not possess attitudes that value any type of regular physical activity, the goal of the physical education class becomes much harder to reach. Through differentiation of physical education curriculum, teachers are able to increase levels of student autonomy, therefore increasing their motivation to participate in regular physical activity. A peer-reviewed questionnaire can be administered to the class in order to gather a baseline reading of their motivation levels before strength and conditioning unit begins. After both the educator and the students completed the differentiated curriculum and physical activities, the questionnaire can be administered again. By comparing the results of the post-instructional motivational questionnaire and the recorded progress of each student on individual fitness logs, the effectiveness of the differentiated curriculum may be assessed