Abstract
Educational psychologists have for decades conducted research into the most efficient manner by which information can be assimilated through dynamic visualizations such as animations and video. As a result, a number of research-based guidelines have been formulated to guide the designer, teacher and learner regarding the layout, presentation and self-regulation of transient information. How to apply multimedia learning principles in a considered and creative manner when teaching or learning with dynamic information in a regular classroom situation? This article presents a practical and visual guide for dealing with some of the key issues, such as split attention, signaling, segmentation and strategic learner-control. Some classroom orientated suggestions are offered for the incorporation of these principles when using animations for teaching complex information. The overall objective is to organize the pacing and sequencing of the dynamic information in a manner that is optimally aligned with the students’ prior knowledge and cognitive processing ability.
Highlights
Based on models of human cognitive architecture, researchers in the field of multimedia learning have formulated a range of evidence-based guidelines to inform the practitioner with regard to the layout and presentation of multimedia teaching materials such animations and videos (Mayer, 2009)
The ensuing illustrations exemplify to teachers how they may use cognitive design principles in order to adapt the presentation of videos and animations to levels of classroom expertise so as to ensure there is no significant mismatch between the teaching materials and the students ability to assimilate the information
Animations appear to be intuitively superior to static images, research-based investigations suggest that dynamic visualizations are prone to overwhelming the student’s limited information processing ability
Summary
Based on models of human cognitive architecture, researchers in the field of multimedia learning have formulated a range of evidence-based guidelines to inform the practitioner with regard to the layout and presentation of multimedia teaching materials such animations and videos (Mayer, 2009). The present paper briefly outlines the problem with audio visual material in terms of its inherently transient nature and proceeds to illustrate the incorporation of several multimedia principles through simple but effective classroom-based techniques. The ensuing illustrations exemplify to teachers how they may use cognitive design principles in order to adapt the presentation of videos and animations to levels of classroom expertise so as to ensure there is no significant mismatch between the teaching materials and the students ability to assimilate the information
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