EFFECTIVE USE OF MULTIMEDIA
Words and pictures are better than words alone.
The fundamental principle behind multimedia learning is best described by
Richard Mayer (2005), one of the leading researchers in this area: "People learn
better from words and pictures than from words alone." In this context, words
include written and spoken text, and pictures include static graphic images,
animation and video. That using both words and pictures is more effective than
words alone should not be surprising in light of what we know about how the
brain processes information. Research tells us that the use of both words and
pictures lets the brain process more information in working memory (Sweller,
2005).
Richard Mayer (2005), one of the leading researchers in this area: "People learn
better from words and pictures than from words alone." In this context, words
include written and spoken text, and pictures include static graphic images,
animation and video. That using both words and pictures is more effective than
words alone should not be surprising in light of what we know about how the
brain processes information. Research tells us that the use of both words and
pictures lets the brain process more information in working memory (Sweller,
2005).
Multimedia learning is more effective when learner attention is focused, not split.
Multimedia applications are more effective when learner attention is not split.
Split attention occurs when the learner is forced to attend to information that is
far apart, such as when content is visually far apart on the screen or if it is
presented at two separate points in time. In short, when related content is
presented together in time and visually, learning is more effective (Mayer, 2005).
When related content is not presented together, learner attention is split and the
brain has more work to do to integrate the disparate sources of information.
Split attention occurs when the learner is forced to attend to information that is
far apart, such as when content is visually far apart on the screen or if it is
presented at two separate points in time. In short, when related content is
presented together in time and visually, learning is more effective (Mayer, 2005).
When related content is not presented together, learner attention is split and the
brain has more work to do to integrate the disparate sources of information.
The presentation of multimedia content should exclude extraneous and redundant information.
Research suggests that multimedia learning is most effective when it includes
only content that is relevant and aligned to the instructional objectives (Mayer,
2003). Kalyuga, Chandler and Sweller (1999) found that students learned more
when extraneous and redundant information was not included in a multimedia
presentation.
only content that is relevant and aligned to the instructional objectives (Mayer,
2003). Kalyuga, Chandler and Sweller (1999) found that students learned more
when extraneous and redundant information was not included in a multimedia
presentation.
Multimedia learning is more effective when it is interactive and under the control of the learner.
Not all students learn at the same pace. Research tells us that when learners are
able to control the pace of the presentation they learn more (Mayer, Dow, and
Mayer, 2003).
able to control the pace of the presentation they learn more (Mayer, Dow, and
Mayer, 2003).
Multimedia learning is more effective
when learner knowledge structures are
activated prior to exposure to multimedia
content.
Learning from multimedia presentations is
enhanced when the structures for organizing the
information are activated (Pollock, Chandler, and
Sweller, 2002). Helping students recall or acquire
structures that will help them organize and understand
the information can be accomplished in several ways.
enhanced when the structures for organizing the
information are activated (Pollock, Chandler, and
Sweller, 2002). Helping students recall or acquire
structures that will help them organize and understand
the information can be accomplished in several ways.
Multimedia instruction that includes animation can improve learning.
When used effectively, animated content can improve learning. Several studies
have suggested that learning is enhanced in computer-based animation
environments (Park, 1994; Tversky, Bauer-Morrison and Betrancourt, 2002).
Animation appears to be most effective when presenting concepts or
information that students may have difficulty envisioning (Betrancourt, 2005).
Animation can help the student visualize a process or other dynamic
phenomenon that cannot be envisioned easily. This is especially true for
processes that are not inherently visual (e.g., electrical circuits, forces in physics).
have suggested that learning is enhanced in computer-based animation
environments (Park, 1994; Tversky, Bauer-Morrison and Betrancourt, 2002).
Animation appears to be most effective when presenting concepts or
information that students may have difficulty envisioning (Betrancourt, 2005).
Animation can help the student visualize a process or other dynamic
phenomenon that cannot be envisioned easily. This is especially true for
processes that are not inherently visual (e.g., electrical circuits, forces in physics).
Multimedia leaning is most effective when the learner is engaged with the presentation.
Multimedia is most effective when the content and format actively engage
the learner. Active engagement helps the student construct
knowledge and organize information into meaningful schema
(Mayer 2003). Research tells us that there are several ways in which we
can make multimedia presentations more engaging.
the learner. Active engagement helps the student construct
knowledge and organize information into meaningful schema
(Mayer 2003). Research tells us that there are several ways in which we
can make multimedia presentations more engaging.
Multimedia learning is most effective when the learner can apply their newly acquired knowledge and receive feedback.
Multimedia is most likely to be effective when students are provided with
opportunities to apply what they have learned following exposure (Mayer, 2005).
This reinforces and strengthens the newly acquired knowledge. Students should
be provided with opportunities to integrate what they have learned with their
everyday life. Other strategies that help students integrate what they have
learned include follow-up learning activities, class discussions and group activities.
opportunities to apply what they have learned following exposure (Mayer, 2005).
This reinforces and strengthens the newly acquired knowledge. Students should
be provided with opportunities to integrate what they have learned with their
everyday life. Other strategies that help students integrate what they have
learned include follow-up learning activities, class discussions and group activities.