Multimedia usually means digital content that is presented in various formats; including, audio, graphics, video, images, simulations and animations.
However, digital content which is accessible through the Internet these days is rarely separate in the way it is delivered.
For instance, a web page with text in it can also have an embedded YouTube video. This video can be made up of a mixture of images and moving action. The video may contain an audio narration. Therefore, the digital content is integrated in to one page.
For the purposes of entertainment, the availability of multimedia in the forms of music, movies, and videos is endless, and impressive.
However, what about from a learning point of view?
When developing multimedia material for the purpose of teaching, an important factor needs to be considered: namely, to assist a learner to understand the content that is present to them.
Much research has been carried out, combining cognitive, and educational principles, to figure out exactly how to design multimedia in order to help a learner effectively understand what educational material they are encountering.
Some of these include:
Multimedia Principle
Have you ever completed an online study program which you really enjoyed because it was made up of a mixture of engaging images, combined with either spoken words or written text?
This was an example of the Multimedia Principle in action.
This theory states that people learn better when presented with engaging learning content made up of words and pictures, rather than words alone.
Contiguity Principle
Ever felt the frustration of reading an interesting web page, which referred to a diagram you had to scroll half way down the page to see?
In this case, the developer of the content you were viewing hadn’t considered the Contiguity Principle.
The idea behind this principle is that graphics and corresponding printed words should be placed near each other on the screen, to avoid a learner having to give their attention to two separate pieces of information.
Modality Principle
There may have been times when you began a tutorial. It looked visually appealing, with images, printed text and audio that narrated the printed text word for word. However, at the end of it, did you feel that you had learnt anything?
Or was it an exercise that stimulated your senses?
If it was the latter, then perhaps the mixture of multimedia content could have been designed more effectively through applying the Modality Principle. This concept refers to the potential ‘cognitive overload’ that can result when a learner is over using their visual processing capability, and viewing the images and/or animations, and text together. By doing this, a learner may not be able to completely give their attention to the pictorial representations.
Therefore, in certain situations where visual content can be complex, it may be better to explain these using audio, so that the learner can concentrate on what they are seeing.
There are a number of other principles, which also need to be considered when designing e-learning programs.
In conclusion, a key challenge for an e-learning development team is to ensure the multimedia content they develop maximises the ability of a learner to understand material which they can recall, without unnecessarily overloading and confusing their learning capabilities.
References
Mayer, R.E., & Moreno, R. 1998. A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90, 312-320.
Mayer, R.E, & Anderson, R.B. 1991. Animations need narrations: An experimental test of a dual-processing system in working memory. Journal of Education Psychology, 90, 312-320.
Mayer, R.E. 1989. Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 240-246.