Multimedia-based education focuses on utilizing various digital media elements, such as text, images, sound, video, and animation in learning material. In this second-order meta-analysis, 14 first-order meta-analyses were included to investigate the effect of multimedia-based education on learning outcomes. In addition, moderator analyses were conducted for instructional setting, discipline, and publication type to understand if they have an impact on learning outcomes. It was found that there was a small positive significant effect size of multimedia-based education on cognitive and affective learning outcomes. Instructional setting was found to moderate the influence of multimedia-based education on learning, with the effect estimated in P-12 settings being smaller compared to the effect estimated in higher education. However, multimedia elements, disciplines, and publication types did not reveal significant moderating effects. An evidence gap map is generated to identify patterns in the findings and isolate topics where research on multimedia education is more pronounced or has been understudied. The findings provide insight to educators and course designers on effective factors for multimedia-based education.

Instructional design is a design discipline that bridges science and arts-based practices. It has a long history of borrowing from various fields of design. Experience Design (XD) is a relatively new field that holds relevance for instructional design because, as a multidisciplinary approach, XD focuses on creating meaningful user experiences and places great value on user satisfaction. While learner needs have long been a central focus of traditional instructional design, learner satisfaction is often not a priority. Therefore, instructional designers need to look to various experience design models. Walt Disney, often heralded as the first experience designer, provides a compelling model for the design of immersive experiences. Disney theme parks are rich narrative environments that provide engaging and immersive experiences. The purpose of this paper is to explore how Disney's theme parks can provide insight and models for the design of rich learning experiences and to present a design heuristic for learning experience design based on Disney design elements.

Time is often an accommodation used to ensure equity during assessments. The assumption is that the provision of additional time would help learners who require accommodations. In this study we examined 29 learners of differing spatial ability on visual learning tasks using static and dynamic digital images. The performance and time required to complete these tasks were compared among the high and low spatial ability learners in the study. We found spatial ability was not statistically associated to a learner's completion time during two visual learning tasks (F(1, 26)=1.286, p = 0.05). Further, spatial ability did not have a significant effect on performance during a static image visual learning task, statistically significant differences were observed in the dynamic image visual task (t(27)=3.342, p = 0.01). Therefore, the accommodation of extra time during assessments using digital media is not as effective as the selection of media that is used in the assessment. These results will help to identify more effective design practices and selection of appropriate measures to support learners.

Basketball tactical patterns are typically taught using tools such as 2D tactical boards. Rapid decision-making in a team depends on the ability to connect two-dimensional (2D) third-person positions with three-dimensional (3D) first-person perspectives. This study develops a support system that offers a virtual environment to enhance the efficient recall of 3D vision from a 2D board. The proposed system generates static or dynamic 3D visualizations based on 2D inputs. A total of 30 volunteers participated in this study and were randomly assigned to groups that received either 2D images, static 3D images, or dynamic 3D images. The study evaluated participants’ ability to accurately recall a 3D vision from a 2D board under both constrained and unconstrained time conditions. The results indicate that under constrained time conditions, a learning method that uses static 3D images in response to 2D operations is more effective than traditional learning methods based only on 2D images.

Educational videos offer an engaging and accessible way for preschool children to learn, but their effectiveness can be influenced by several factors, including the quality of the audio and video components, as well as the screen size of the displaying device. While e-books and mobile applications have shown that different screen sizes can lead to different levels of engagement, it is unclear whether this is the case for educational videos. To address this gap, we conducted a study with 124 Portuguese preschool children to investigate whether screen size affects their engagement and learning outcomes when watching educational videos. Our results revealed that screen size did not significantly influence either engagement or learning outcomes. However, we did find a positive correlation between engagement and learning outcomes, indicating that producers should prioritize maximizing engagement levels in their videos. Our study highlights the importance of focusing on engagement as a means to enhance preschool children's learning from educational videos. By understanding the relationship between screen size, engagement, and learning outcomes, producers can optimize their video content to provide an engaging and effective learning experience for young children.

This article presents an instructional program for collaborative construction of hypervideos. The instructional program integrates (a) hypervideo technology development, (b) assumptions on learning with hypervideo systems, and (c) the application of research on knowledge acquisition by writing texts or hypertexts to hypervideos. The aim of the program is to support knowledge transforming processes (Bereiter & Scardamalia, 1987; Stahl & Bromme, 2004) by collaborative construction of hypervideos. In the first part of the article a hypervideo system that enables collaborative design activities by users is described. Afterwards the instructional program is presented in detail. Results of evaluation are consistent with the assumptions. The courses showed to be successful and well appreciated by the students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)