What could have gone wrong? However, if we add a simple animation depicting the movement of the handle, piston and valves in a pump, in sync with the narration, students are able to generate more than twice as many useful answers. Overall, in multimedia instruction, meaningful learning occurs when the learner selects relevant words and images from the multimedia message for further processing in working memory, mentally organises the words into a coherent structure or verbal model and the images into a coherent structure or pictorial model , and integrates the verbal and pictorial representations with each other and with relevant prior knowledge activated from long-term memory.
The main challenge in teaching is to guide learners to engage in these processes, while not overloading their limited processing capacity in each channel of working memory. In attempting to apply the multimedia principle in practice, it becomes clear that some ways of incorporating graphics are more effective than others. Table 1 lists 11 evidence-based principles for the design of multimedia instruction.
The first column gives the name of the principle; the second column gives a brief description of the principle; the third column lists the median effect size based on published experiments comparing the transfer test performance of students who learned with the standard version of the lesson, versus those who learned with an enhanced version; and the fourth column shows the number of experiments showing a positive effect out of the total number of experiments.
The first 5 principles address the goal of reducing extraneous processing — cognitive processing during learning that does not support the instructional goal. Working memory capacity is limited, so if a learner allocates too much cognitive processing capacity to extraneous processing, there will not be enough cognitive capacity left to fully engage in essential processing i. The coherence principle is that people learn better when extraneous material is excluded rather than included Mayer, ; Mayer and Fiorella , Extraneous material includes unneeded detail in graphics, background music, or interesting but irrelevant facts in the text.
More learning occurs when the instructional message is kept as simple as possible. The signaling principle is that people learn better when essential material is highlighted van Gog, Highlighting of printed text can involve the use of color, underlining, bold, italics, font size, font style or repetition.
Highlighting of spoken text can involve speaking louder or with more emphasis. Highlighting of graphics includes the use of arrows, color, flashing and spotlights. The spatial contiguity principle is that people learn better when printed words are placed near to, rather than far from, corresponding graphics Ayres and Sweller , Johnson and Mayer Johnson and Mayer , reported that students performed substantially better on transfer tests when they received integrated presentations the words placed near the part of the graphic they describe rather than separated presentations the words presented as a caption at the bottom of the page or screen , even though the words and graphics were identical.
The redundancy principle is that people learn better from narration and graphics than from narration, graphics and redundant text Adesope and Nesbit , The next 3 principles in Table 1 are aimed at managing essential processing i. Multimedia content helps to vary and enhance the learning process , and leads to better knowledge retention.
Educational video can provide more opportunities for students to engage with the content. Students around the world can learn from course content made available through video.
Video can sometimes demonstrate complex ideas and access other times and places better than speaking can. Video can help instructors overcome limitations like large class sizes and limited time.
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The use of multimedia technology in English language teaching: A global perspective. Rice, D. Source: Pixabay. According to research, a benefit of multimedia learning is that it takes advantage of the brain's ability to make connections between verbal and visual representations of content, leading to a deeper understanding, which in turn supports the transfer of learning to other situations. Source: Unsplash. A large percentage of the human brain dedicates itself to visual processing.
Thus, using images, video and animations alongside a text stimulates the brain. Student attention and retention increase. Under these circumstances, in a multimedia learning environment, students can identify and solve problems more easily compared to the scenario where teaching is made possible only by textbooks.
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