Using multimedia in teaching

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Tips for teaching utilizing multimedia

In the context of this discussion, multimedia refers to all educational materials that encompass text, audio, as well as images or graphics. This may be PowerPoint presentations, videos of varying formats, interactive games, and quizzes. Additionally, found at the conclusion of this wiki entry is theoretical information pertaining to multimedia learning, which is rooted in the cognitive science of education.

Exemplary Instances of Well-Crafted Multimedia Resources

Instructional Video Demonstrating Proper Titration Methodology - Department of Chemistry

Preparations for multimedia-integrated teaching

It is imperative to possess some knowledge about the students' level of comprehension prior to commencing instruction. This consideration is applicable even when delivering lessons absent of multimedia learning resources.

Identification of the target audience

When devising multimedia learning resources, it is essential to tailor them to the target audience. Who is sitting in your classroom?

Within the realm of higher education, it frequently proves intricate to know the exact knowledge levels of individual students in extensive and diverse classrooms. Therefore, it becomes paramount to be mindful of their stages within their educational journeys.

Are they first-year, second-year, or third-year students? Do they possess advanced experience? Are they pursuing a master's or PhD degree?

As articulated by Stephen Sorden in "A Cognitive Approach to Instructional Design for Multimedia Learning" (2005):

"Research suggests that students with prior knowledge of a subject tend to process the information at a shallower level if the material presented is not challenging, while students with no prior knowledge of the subject do better when cognitive load is kept low" (Grace-Martin, 2001).

Guidelines for employing multimedia in teaching

How should multimedia learning resources such as videos, games, quizzes, and PowerPoint presentations be designed to facilitate effective student learning?

According to Richard Mayer's cognitive theory of multimedia learning, we achieve deeper understanding when words and images are presented together, as opposed to words alone. We gain the most profound comprehension of a concept, such as a "CAT," when the word is accompanied by an image or illustration of a cat.

Mayer has formulated 12 research-based principles for constructing effective multimedia learning resources:

Segmentation

Present content in segments to allow students to process information in smaller, manageable portions.

Prior Knowledge

Provide necessary explanations for key terms, names, and expressions before introducing them in the material.

Animation and Narration

Utilize both visual and auditory elements to enhance information absorption.

Redundancy

Avoid excessive redundancy in words, images, and sounds to prevent cognitive overload.

Reduce the cognitive load

Reduce the multimodal elements to only what’s necessary. If you have to pay attention to three elements at the same time you might lose focus on what’s really important.

Organize the presentation

Use a combination of visuals and narration for enhanced understanding. Use cues like headlines to emphasize and organize important content.

Spatial Contiguity

Present corresponding words and images close to each other for improved cognitive processing.

Temporal Contiguity

Simultaneously present corresponding words and images for better integration as opposed to a successive presentation of firstly on modality, before the next.

Personalization

Use conversational language to establish a personal connection with learners. Mayer’s research shows that learners feel more connected to the teaching if you use personal expressions such as “you”.

Voice

Opt for a human-like voice to enhance cognitive processing. The cognitive work load reduces if you don’t have to use energy to understand dialects, robotic voices og accents.

Prioritize learning material

Prioritize instructional content over speaker images on screen. As long as the speakers pictures is not essential for educational purposes it is not necessary.

Consideration of Individual Differences

Well-designed multimedia learning resources yield a greater impact on those with limited prior knowledge than on those who are already well-versed in the subject matter. Furthermore, visual learners tend to benefit more from these resources.

As learners accumulate knowledge and refine their study techniques, they become better equipped to learn regardless of the form in which the material is presented.

Through these principles, Richard Mayer seeks to facilitate active and deep learning. By active learning, he refers to a cognitive process of concentration, selection, organization, and connection to prior knowledge, rather than physical activity.

Theoretical Background

Within the domain of cognitive science, Richard Mayer, a psychology professor at the University of California, Santa Barbara, and Stephen Sorden, Ed.D, have conducted research and contributed to the discourse on multimedia learning.

Mayer's research converges cognitive science, instructional methods, and technology, with a focus on enabling individuals to apply their acquired knowledge to solve novel problems. This cognitive phenomenon is known as the "transfer of knowledge," which entails using existing knowledge in conjunction with new information to:

Solve problems
Identify patterns and build new knowledge
Facilitate deeper learning

Mayer's cognitive principles for multimedia learning draw upon prior theories, including Allan Paivio's "Dual coding theory", Baddely and Graham Hitch's model of working memory, and John Sweller's theory of cognitive load.

Dual Coding Theory

According to Allan Paivio's "dual coding theory," visual and verbal information is processed differently through distinct channels in the brain. This leads to the creation of separate representations for the information processed in each channel.

Both visual and verbal codes can be used to retrieve information. Encoding stimuli in two distinct ways enhances memory retention.

To prevent information from being fleeting snapshots, cognitive processes must be engaged. These processes begin within the working memory (previously referred to as short-term memory), where information is:

Organized and integrated
Associated with information from other channels
Linked to pre-existing schemas in long-term memory

Working Memory

Baddely and Hitch's model of working memory comprises several components:

Phonlogical loop for processing auditory information.
Visuospatial sketchpad for processing visual information.
The Central Executive for managing information from both slave systems and integrating it.

The central executive orchestrates information processing, problem-solving, and task distribution. This allows for more efficient information processing, enabling the allocation of capacity to demanding cognitive tasks (Stephen  Sorden,  A Cognitive Approach to Instructional Design for Multimedia Learning, s 365).   

Baddely and Hitch later introduced the "episodic buffer," a supplementary system that takes on some responsibilities of the central executive. This buffer acts as a temporary storage, integrating visual and auditory information with knowledge from long-term memory.

Cognitive Load Theory

John Sweller's cognitive load theory says there is a limit to the amount of information our working memory can process at once.

Sweller asserts that our knowledge is organized into schemas in long-term memory, governing how we process new information in our working memory. As we learn, we develop more intricate schemas, automating our acquired knowledge. This automation frees up capacity in the working memory for other tasks, enabling the continuous acquisition of new knowledge and the construction of more complex schemas.

When designing multimedia learning resources, it's crucial to avoid excessive cognitive load, as this can impede information processing. Consequently, understanding the optimal methods for employing video, PowerPoint, games, or quizzes in instruction is essential.

As Stephen Sorden aptly states:

"(...) the layout should be visually appealing and intuitive, but activities should remain focused on the concepts to be learned, rather than trying too much to entertain. This is especially true if the entertainment is time consuming to construct and is complicated for the learner to master. Working memory can be overloaded by the entertainment or activity before the learner ever gets to the concept or skill to be learned" (Sorden, 265).

Sources

*Reseach-based principles for multimedia learning*

*Part 1: Cognitive Theories of Multimedia and Instructional Design*

*Part 2. Cognitive Theories of Multimedia and Instructional Design*

*Part 3: Cognitive Theories of Multimedia and Instructional Design*

*Part 4: Cognitive Theories of Multimedia and Instructional Design*

*How to optimize students' learning? Cognitive Theory of Multimedia Learning*

*Talking Multimedia Learning with Dr. Richard Mayer*

A Cognitive Approach to Instructional Design for Multimedia Learning (Stephen Sorden, 2005)

Multimedia Learning (Richard Mayer, 2009)