Mayer's Cognitive Theory Research Articles

Exploring the Impact of Early STEM Education on Science and Visual Literacy

Early STEM (Science, Technology, Engineering, and Mathematics) education plays a pivotal role in shaping children's science and visual literacy skills. However, in South Africa, there are notable challenges such as delayed initiation of science education and inadequate emphasis on visual literacy. This study aims to investigate the influence of early STEM education on science and visual literacy in South African educational contexts. Drawing upon the post-positivist paradigm and Mayer's cognitive theory of multimedia learning, this research employed a mixed-method approach combining quantitative and qualitative analyses, integrating autoethnography to engage with lived experiences during my master's and doctoral studies. The findings suggest that children exposed to STEM education demonstrate higher levels of science and visual literacy. These findings have implications for curriculum design and educational practice, urging stakeholders to integrate STEM principles early in children's educational journey and to prioritize visual literacy to enhance communication and comprehension of scientific concepts. Recommendations are provided for educational institutions and policymakers to facilitate the implementation of effective strategies addressing these challenges and fostering a generation of learners equipped with essential skills for success in the modern world.

The effect of mobile application to promote learning English for primary school students

This study aims to investigate the impact of mobile learning apps on primary school students' motivation and performance in English using Mayer's Cognitive Theory of Multimedia Learning. Monotonous traditional education lowers student motivation, lowering student performance in English. This will also impact their performance in English. Mobile learning applications built on Mayer's Cognitive Theory of Multimedia Learning may be one way to increase students' motivation, which will help them solve problems more effectively and boost their performance. A pre-experimental study design was used, in which one group was examined with a comparison within a single group observed through time in the control group. A primary school's 26-year-five students were the samples discovered through purposive sampling. A questionnaire examined the effectiveness of motivation. In the meantime, students' performance was evaluated using an achievement test. Validity and reliability tests have been conducted on each instrument. To examine the impact of motivation and performance, a Wilcoxon Signed Rank-test is used to compare the mean before and after the intervention. During the intervention, a semi-structured interview was undertaken to learn more about how students perceived Mayer's Cognitive Theory of Multimedia Learning-based mobile learning apps. The data from the interviews were analysed using thematic and coding analysis. As a result, the intervention can improve student performance in primary school English with significant mean changes, supported by the data from encouraging responses from the interview session.

Virtual training for small group facilitators.

In addition to providing patient care, interprofessional health care teams work collaboratively on a variety of projects. These projects often benefit from using facilitated small group project discussion sessions, such as the Harvard Macy Institute's (HMI) Step Back Process (SBP). Although having a trained facilitator is an important component of the SBP, only a limited number of health care professionals can attend HMI courses in person or virtually, limiting its impact. We developed three video-based education (VBE) modules to deliver facilitator training on the SBP, informed by principles of Mayer's cognitive theory of multimedia learning. For module development, we used a five-step approach. We evaluated effectiveness of the modules as a self-directed method to enhance SBP facilitator training. An initial survey collected demographic data and module feedback, a follow-up survey collected feedback on the modules' impact on facilitation and interviews focused on the participants' overall experience. Survey results indicated that the modules were positively received and helped to improve participant confidence in facilitating. We identified four themes from the interviews: challenges of facilitating, value of group feedback, value of modules for experienced facilitators and the modules as part of a multi-modal approach to train new facilitators. This innovation provides insight on delivering facilitator training on the SBP using VBE. Health professions educators developing online facilitator training could adapt our development process and modify implementation guided by our results. Future work should evaluate the best methods to integrate VBE modules into a longitudinal virtual community and assess facilitation techniques.

YouTube-Assisted Listening Instruction (YALI): A Study of Listening Comprehension and Listening Anxiety of University Students of German as a Foreign Language

The present study aimed to investigate the effects of YouTube-assisted listening instruction (YALI) on the listening anxiety of students of German as a foreign language (GFL) and their listening comprehension performance. For this purpose, a total of ninety-six senior undergraduate students were equally divided into three groups using the criterion sampling technique: (a) YouTube-assisted listening instruction (experimental group); (b) traditional listening instruction with auditory materials (control group - 1); and (c) instruction without listening exposure (control group - 2). The instructional approach was underpinned by Richard E. Mayer's Cognitive Theory of Multimedia Learning (CTML). After a ten-week treatment process, results revealed that the students in YALI showed the best GFL listening comprehension performance compared to the control groups. In addition, YALI was observed to reduce students' GFL listening anxiety. Finally, a negative linear correlation between listening anxiety and listening comprehension performance was detected. This meant that students' listening anxiety decreased as their listening comprehension performance increased. To gain a better understanding of the effects of YALI on GFL listening comprehension performance and listening anxiety, relevant implications were discussed.

Why this app: Can a video‐based intervention help parents identify quality educational apps?

AbstractResearchers recommend that parents look for five benchmarks as indicators of quality educational apps (ie, scaffolding, curriculum, development team, feedback, learning theory), yet results show that parents undervalue some of these benchmarks. The current study examined if a short video‐based intervention would enhance parents' value‐judgements of apps featuring the five educational benchmarks. In original and modified app experiments (n = 100; n = 101), parents of children 4–11 years old were randomly assigned to watch either a 9‐minute video that detailed how the five benchmarks augment learning, or a 2‐minute control video. Parents evaluated 10 simulated apps containing either benchmarks or buzzwords. The original app experiment shows that a brief intervention can help parents identify quality educational apps via the benchmarks, but the modified app experiment suggests it only works if developers are using specific keywords in app descriptions. Helping parents select quality educational apps is more complicated than simply telling them what to look for. Practitioner notesWhat is already known about this topic Parents have a main role in selecting apps and deciding on how often children use them; however, they have difficulty evaluating an app's educational potential in a market mixed with high‐ and low‐quality products that lacks a standard for including educational apps on the App Store. There are five research‐based benchmarks that are indicators of quality educational apps. These include apps created by an interdisciplinary development team, having a guiding curriculum with a clear purpose, including scaffolding and feedback, and being based on a learning theory. However, parents are not valuing all of these educational benchmarks equally. Educational videos disseminated via YouTube have become an established medium to enhance people's knowledge. Mayer's cognitive theory of multimedia learning, which suggests that people learn better when there is both auditory and visual information given together, is a framework used to design educational videos. What this paper adds This study leveraged a useful, accessible medium (ie, educational YouTube videos) to make research on educational apps accessible enough such that it could influence parents' app selection. Parents of children aged 4–11 years‐old viewed either an educational intervention‐ or control‐video and assessed educational apps through measures that replicate how consumers evaluate apps on the App Store (ie, their willingness to download the app, how much they would pay, their rating, and ranking). Original and modified app experiments demonstrate that a brief, educational video designed using key features from Mayer's multimedia theory can improve parents' app selection. In the original app experiment, parents in the intervention group are valuing the guiding curriculum and development team benchmarks over others, which may be due to the structure of the intervention video (ie, worked‐examples immediately after pre‐training of benchmarks). In the modified app experiment, parents in the intervention group did not differ from the control group in their evaluations of the different benchmarks apart from rating the app with learning theory higher and ranking the guiding curriculum benchmark lower. The higher rating of learning theory may be a result of the language change in the simulated app to include more user‐friendly terms. The unexpected ranking result may be due to a limitation with the measure. Building on prior research on the educational benchmarks, these experiments show that parents are valuing them over buzzwords; however, even when shown an educational video, they are not valuing them all equally. Implications for practice and/or policy An educational video based on the five educational benchmarks could be used as a tool to easily disseminate knowledge to enhance parents' educational app selection. The experiments shed light on the complexity of knowledge dissemination to the public. While there is evidence for the use of research‐based educational videos to disseminate knowledge to parents when selecting educational apps, the App Store descriptions should include accessible language that makes the research‐based benchmarks easy to select. This study also provides suggestions for improving the development of educational videos.

The Design and Evaluation of Occupational Therapy Introductory Anatomy E‐Modules

Introduction Occupational therapy is a graduate level program attracting students from diverse backgrounds, including those from non-science fields. It is necessary for these students to understand anatomical structure-function relationships and their impacts on occupational performance to effectively manage patients with complicated physical needs. However, anatomy is not a prerequisite for entry into the program at Western University and previously, many students struggled with basic anatomical concepts due to the diverse educational background. Therefore, this study aims to develop introductory learning modules that will prepare students for the more applied anatomical concepts discussed in the program. Methods Using Mayer's (2010) cognitive theory of multimedia learning as a guideline, four introductory anatomy e-modules were developed to introduce novice students to basic anatomical terminology and systemic anatomy. A knowledge test was developed and distributed to first year students within the Master of Occupational Therapy program prior to the release of these e-modules, and again a month after the completion of the modules. Subsequently, scores were compared to assess the effectiveness of the e-modules at improving participant understanding of anatomy. In addition, an evaluation survey was distributed to examine learner's perceptions of beneficial multimedia design components within the e-modules. Results Test results indicated significant improvement in student performance following the implementation of the introductory e-modules (pre-test: x̅ = 57.8%, post-test: x̅ = 88.2%, p < 0.05). Furthermore, cluster analysis identified participants within the low performer group benefited the most from the e-modules (Mean Difference = 43%, p < 0.05). Overall, relevant case studies and practice questions were identified by participants as components essential for enhancing the learning experience. Conclusion This study builds upon Mayer's theory of multimedia learning to develop e-modules design features and subsequently identifies corresponding components that students perceive as useful for learning. Introductory modules were effective at improving student's understanding of basic anatomical concepts. Despite minimal prior anatomy experience, completion of the modules brings novice students to baseline knowledge level similar to those with more experience. Further research will examine the impact of module completion on student's performance in their anatomy course, with specific attention to those with no prior anatomy experience upon entry into the program.

Teaching English to Pakistani Mainstream School Dyslexic Students through Computer-Assisted Reading Materials

The present research aims at investigating the potential of indigenously developed computer-assisted reading materials for teaching the English language to dyslexic students of elementary level in Pakistani mainstream schools. In doing this, grade VI students from a public school were screened using the Learning Disabilities Checklist. Twenty purposively selected participants with a checklist score of 50% or more formed the study sample. Computer-assisted reading materials were designed in the light of Mayer's (2005) Cognitive Theory of Multimedia Learning. A two-week treatment was administered to the students in the computer lab of a public high school. Data collected from the pretest and post-test scores of the participants were analyzed using descriptive statistics and paired sample t-test. The study's findings reveal the efficacy of specifically designed computer-assisted reading materials for teaching the English language to Pakistani mainstream school dyslexic students of elementary level.

Teaching English to Pakistani Mainstream School Dyslexic Students through Computer-Assisted Reading Materials

The present research aims at investigating the potential of indigenously developed computer-assisted reading materials for teaching the English language to dyslexic students of elementary level in Pakistani mainstream schools. In doing this, grade VI students from a public school were screened using the Learning Disabilities Checklist. Twenty purposively selected participants with a checklist score of 50% or more formed the study sample. Computer-assisted reading materials were designed in the light of Mayer's (2005) Cognitive Theory of Multimedia Learning. A two-week treatment was administered to the students in the computer lab of a public high school. Data collected from the pretest and post-test scores of the participants were analyzed using descriptive statistics and paired sample t-test. The study's findings reveal the efficacy of specifically designed computer-assisted reading materials for teaching the English language to Pakistani mainstream school dyslexic students of elementary level.

Development of the living donation and kidney transplantation information made easy (KidneyTIME) educational animations.

Current web-based educational approaches about living kidney donation (LKD) are complex, lengthy, and/or text-laden, which may impair accurate interpretation of information, thereby limiting kidney transplant access. This paper describes the process of developing animation-based LKD education designed to be suitable for and acceptable to kidney transplant candidates and their support networks. Based on formative work, early animation prototypes were designed by a transplant surgeon and a health communication expert. In qualitative focus groups and individual interviews, animation prototypes were shown to 46 kidney transplant recipients, 28 kidney transplant candidates, 32 previous or potential kidney donors, 10 caregivers, 32 transplant providers, 24 dialysis providers, and 4 cultural and community advisors for their input regarding animation suitability, acceptability, and potential usability/feasibility. Viewer feedback was used to iteratively refine the animations. Animation design to facilitate adult learning was guided by elaboration theory, Bandura's self-efficacy theory, and Mayer's cognitive theory of multimedia learning. KidneyTIME currently consists of 12 animations about LKD process, benefits, and risks. Patients/friends/family members, experts, and stakeholders provided valuable feedback to the research team that was integrated into the development of KidneyTIME with the goal of enhancing suitability, acceptability, engagement, usability, and feasibility of dissemination.

Optimum input mode in the modality and redundancy principles for university ESL students' multimedia learning

Richard Mayer's cognitive theory of multimedia learning and multimedia learning principles provide theoretical and empirical foundations for multimedia instruction. However, the theory and the principles were developed based on empirical studies of native English-speaking students and may not apply to English-as-a-second-language (ESL) students. Specifically, the modality and redundancy principles that involve text and audio could become compromised in the ESL context, since ESL students have difficulty fully comprehending L2 (second language) English text and audio. This study sought to identify ESL students' optimum input mode (among graphics + audio, graphics + text, and graphics + audio + text, addressed in the modality and redundancy principles) and to test whether the modality and redundancy principles also apply to their multimedia learning. Empirical studies comparing the input modes for ESL students' learning were reviewed and common limitations were identified. When it came to knowledge retention, no statistically significant differences were found in ESL students' learning outcomes from the three input modes. The findings also indicated that Mayer's modality and redundancy principles had not applied to the learning of ESL students. Explanations for the results and implications for future research were discussed.

Concept Animation - a potential instructional scaffolding

This article was migrated. The article was marked as recommended. Concept animation - the graphical array of pictures accompanied by text as speech balloons, can help to improve learner's comprehension from basic to advanced levels concepts. When the process of concept comprehension is not facilitated, the learner may come in a transitional state of misperception and understanding, that can restrain their learning to a surface approach. The basic science concepts learned at the inception of a Health Sciences program play a vital role towards the development of higher-order thinking and problem-solving aptitude in the subsequent years. Hence, it is important to facilitate meaningful learning of core concepts and principles in difficult basic science disciplines, like Pharmacology. This work reports our experiences of employing concept animations as a 'visual aid' instructional strategy to simplify pharmacology concepts to undergraduate Optometry students. The fundamental ideas of drug pharmacokinetics, pharmacodynamics and side effects were transformed into concept animations. The effects of these concept animations are explained by using Vygotsky's 'zone of proximal development, Mayer's cognitive theory of multimedia learning and cognitive load theory.

Evaluating multimedia learning materials in primary education using eye tracking

The development of multimedia educational materials aimed at primary school students is of great importance today. The design, mainly of images and text, can influence the efficiency of these materials in the teaching-learning process. One of the most widespread theories that deals with the correct design of multimedia materials is the Mayer's Cognitive Theory of multimedia learning. In this research work we are interested in validating some of the principles enunciated by this theory in materials aimed at primary school students (children aged seven and eleven) and in the field of geometry teaching. For this purpose, we performed four experiments using the eye tracking technique in the data collection process. Using eye tracking, we can analyze how the process of the visual observation of multimedia contents is produced. The main contribution of this study is the proposal for the use of this evaluation method, which allows us to validate empirically and objectively (physiologically) aspects such as the comprehension process of multimedia content, the attention of the students while analyzing the information provided or the cognitive load of the supplied materials. Faced with questionnaires or surveys, which have been used traditionally to analyze the efficiency of multimedia materials and have a more subjective nature, eye tracking provides information not consciously controlled by the students. Its use is a particularly interesting and useful source of information in the case of children, allowing us to collect information on their interests and preferences, which is more difficult to obtain using traditional techniques.

RMATHs: Mobile Based Numeracy Learning Applications for Students with Learning Disabilities

Providing quality basic education for all children is one of the Malaysian Government’s commitments, as promised by the 164 signatory countries under the UNESCO Agreement. This goal is very challenging, particularly for children with learning disabilities. Besides that, the number of students with learning disabilities represents the largest group of students in special education classes in Malaysia. There are three main problem faced by special education students in learning activities, specifically: cognitive, physical and sensory disabilities. These learning disabilities lead to low academic performance and often result in other problems such as inappropriate school behavior due to a lack of motivation towards the learning process. The Mobile Based Numeracy Learning Application (RMATHs) program is currently proposed to help those at-risk students to master basic numeracy skills with the assistance of technology. RMATHs is created for learning disabilities (LD) students in primary schools in Malaysia, specifically, for students in Special Education Integration Program (SEIP) classes. The content has been adapted and aligned with the Integrated Curriculum for Learning Disabilities issued by the Ministry of Education Malaysia. The unique features of RMATHs include the use of an attractive technologybased tool, namely, mobile devices; in addition to the design of learning interactions and activities being suitable for LD students. Learning activities and the environment of RMATHs are designed based on Constructivist Learning Environment and Mayer Cognitive Theory of Multimedia Learning. It is expected that LD students will understand the topic that they have learnt through RMATHs since it is specifically designed according to their needs.

An Interview with Paula Garrett-Rucks, Georgia State University

An Interview with Paula Garrett-Rucks, Georgia State University

Reflecting the Science of Instruction? Screencasting in Australian and New Zealand Academic Libraries: A Content Analysis

Research problemInstructional screencasts are increasingly part of the online tutorial mix offered by academic libraries. However, what makes for effective screencast design? This research provides a snapshot of screencast design in Australian and New Zealand academic libraries and appraises it through the lens of multimedia learning theory. MethodologyEvidence-based design principles that promote effective learning for multimedia were identified from the research literature. A cognitive psychological approach was taken, drawing principally from Mayer's cognitive theory of multimedia learning. The principles outlined in Mayer's theory were translated into guidelines applicable to screencast tutorial production. These guidelines formed the basis for an assessment rubric which was applied to screencasts produced by New Zealand and Australian Universities. Content analysis was then applied to determine to what extent screencast tutorials in the sample reflected the principles outlined in Mayer's theory. ResultsOn average, screencasts from the institutions surveyed integrated 7.6 of 9 effective multimedia principles. The low variance across the sample suggests this high standard was approximated or exceeded by most tutorials. Australian and New Zealand libraries were of a comparable standard overall with similar areas of strength and weakness. ImplicationsMayer's principles provide a useful foundation for designing effective multimedia instruction. The translation of these principles into screencast design guidelines will hopefully serve as useful considerations. Commonly neglected principles (coherence, signalling and segmenting) present areas for design improvement but also opportunities for further research in an academic library context.

Embedding Patient Education in Mobile Platform for Patients With Heart Failure: Theory-Based Development and Beta Testing.

Health education is an important component of multidisciplinary disease management of heart failure. The educational information given at the time of discharge after hospitalization or at initial diagnosis is often overwhelming to patients and is often lost or never consulted again. Therefore, the aim of this developmental project was to embed interactive heart failure education in a mobile platform. A patient-centered approach, grounded on several learning theories including Mayer's Cognitive Theory of Multimedia Learning, Sweller's Cognitive Load, Instructional Design Approach, and Problem-Based Learning, was utilized to develop and test the mobile app. Ten heart failure patients, who attended an outpatient heart failure clinic, completed beta testing. A validated self-confidence questionnaire was utilized to assess patients' confidence in using the mobile app. All participants (100%) reported moderate to extreme confidence in using the app, 95% were very likely to use the app, 100% reported the design was easy to navigate, and content on heart failure was appropriate. Having the information accessible on their mobile phone was reported as a positive, like a health coach by all patients. Clinicians and nurses validated the content. Thus, embedding health education in a mobile app is proposed in promoting persistent engagement to improve health outcomes.

Multiple Modality Simulation Chest Tube Insertion - Is More Learning Always Better?

SESSION TITLE: Education and SimulationSESSION TYPE: Original Investigation PosterPRESENTED ON: Wednesday, October 28, 2015 at 01:30 PM - 02:30 PMPURPOSE: Procedural skills training for medical learners can be challenging. Often relegated to occur during postgraduate training, there is often a long lag time between when these skills are taught and when they are called upon in an acute situation. This study attempts to determine if multiple-modality teaching, compared to traditional teaching, improves short and long-term retention of clinical procedures, specifically chest tube insertion. Multiple-modality simulation for procedural skills, need not be more time-consuming than didactic teaching, even though it may cover the subject material in more depth. Initial learning through various modalities - videos, lectures, and interactive sessions - as well as procedural learning itself, should increase students' retrieval of a particular clinical skill and related pathophysiology.METHODS: The participants of this study were twenty undergraduate students. The students were randomized into two groups: a control group that was given a 15- minute lecture prior to a 45-minute laboratory demonstration on chest drain insertion. The multiple modality group was given the same 15-minute lecture but in addition to this, they were given additional teaching (designed to maximize Mayer's Cognitive Theory of Multimedia Learning) with an instructional video, a radiology teaching session and further interactive explanation of the pathophysiology. The group then had 30 minutes for the lab-session component. Both groups were administered both an immediate and delayed written assessment to test knowledge retention.RESULTS: We performed a mixed ANOVA statistical analysis on the groups. The multi-modality group scored higher by approximately 13% on the delayed assessment and 15% lower at immediate assessment. Effect size for the MML learning was 0.298 or ~ 0.3.CONCLUSIONS: Compared to other simulation-based procedural training systematic reviews, the effect size from this study was smaller. Systematic reviews show improved knowledge, but small/moderate patient benefits. Other studies looked at more common procedural skills (arterial line insertion and central venous catheter insertion) rather than rarer, hard to teach procedures like chest tube insertion.CLINICAL IMPLICATIONS: The results suggest that multiple-modality teaching is associated with improved knowledge retention with chest tube insertion. In a high-stakes environment such as the ICU - we may have to accept smaller effect sizes when it comes to interventions that involve SBME = something is better than nothing.DISCLOSURE: The following authors have nothing to disclose: Soraya Nazerali-Lorenzon, Alasdair Nazerali-MaitlandNo Product/Research Disclosure Information SESSION TITLE: Education and Simulation SESSION TYPE: Original Investigation Poster PRESENTED ON: Wednesday, October 28, 2015 at 01:30 PM - 02:30 PM PURPOSE: Procedural skills training for medical learners can be challenging. Often relegated to occur during postgraduate training, there is often a long lag time between when these skills are taught and when they are called upon in an acute situation. This study attempts to determine if multiple-modality teaching, compared to traditional teaching, improves short and long-term retention of clinical procedures, specifically chest tube insertion. Multiple-modality simulation for procedural skills, need not be more time-consuming than didactic teaching, even though it may cover the subject material in more depth. Initial learning through various modalities - videos, lectures, and interactive sessions - as well as procedural learning itself, should increase students' retrieval of a particular clinical skill and related pathophysiology. METHODS: The participants of this study were twenty undergraduate students. The students were randomized into two groups: a control group that was given a 15- minute lecture prior to a 45-minute laboratory demonstration on chest drain insertion. The multiple modality group was given the same 15-minute lecture but in addition to this, they were given additional teaching (designed to maximize Mayer's Cognitive Theory of Multimedia Learning) with an instructional video, a radiology teaching session and further interactive explanation of the pathophysiology. The group then had 30 minutes for the lab-session component. Both groups were administered both an immediate and delayed written assessment to test knowledge retention. RESULTS: We performed a mixed ANOVA statistical analysis on the groups. The multi-modality group scored higher by approximately 13% on the delayed assessment and 15% lower at immediate assessment. Effect size for the MML learning was 0.298 or ~ 0.3. CONCLUSIONS: Compared to other simulation-based procedural training systematic reviews, the effect size from this study was smaller. Systematic reviews show improved knowledge, but small/moderate patient benefits. Other studies looked at more common procedural skills (arterial line insertion and central venous catheter insertion) rather than rarer, hard to teach procedures like chest tube insertion. CLINICAL IMPLICATIONS: The results suggest that multiple-modality teaching is associated with improved knowledge retention with chest tube insertion. In a high-stakes environment such as the ICU - we may have to accept smaller effect sizes when it comes to interventions that involve SBME = something is better than nothing. DISCLOSURE: The following authors have nothing to disclose: Soraya Nazerali-Lorenzon, Alasdair Nazerali-Maitland No Product/Research Disclosure Information

Develop and Evaluate the Effects of Multimodal Presentation System on Elementary Student Learning Effectiveness: Within Classroom English Learning Activity

This study is to develop a multimodal presentation software integrated with interactive whiteboard (IWB) as a multimodal presentation system (MPS) to support the classroom English learning in the elementary English as second language (ESL) course. It focuses primarily on techniques and tools to enhance the students’ ESL learning achievement and learning satisfaction in the classroom setting. This paper utilizes the MPS, based on Mayer's cognitive theory of multimedia learning (CTML), to present the multimedia instructional materials in auditory and visual modalities. An experimental research designed was conducted. The results revealed that there were statistically significant differences between the students in experimental group and control group on measures of learning effectiveness (i.e., academic achievement and learning satisfaction).

Improving teacher candidate knowledge using content acquisition podcasts

There are many open questions with respect to theory and empirical support for methods used in college teaching, especially when technology is incorporated into instruction. In this article, we report the results of a study of a multimedia-based instructional tool called Content Acquisition Podcasts (CAPs) that provides university instructors with a tool that is grounded in applied theory and has advanced through several iterations of developmental and experimental testing as suggested by Clark (2009). CAPs are a form of enhanced podcasts (still images synchronized with audio) that incorporate Mayer's cognitive theory of multimedia learning (2009), and accompanying instructional design principles (2008) to ensure the looks and sounds of instruction do not overwhelm the limitations of users' cognitive processes. This article reports data from one of the first five experimental tests of CAPs in which undergraduate teacher candidates received instruction related to content from an introductory course in special education. In this study, teacher candidates from two universities were randomly assigned either to watch a CAP or read a textbook chapter containing the same content for two topics: characteristics of students with learning disabilities or high-functioning autism. We employed a pretest-posttest-maintenance design to evaluate participant performance on dependent measures of knowledge. Results indicate that when participants learned with CAPs, they had significantly higher scores on content-knowledge tests at both posttest and maintenance assessments than when they studied via the usual text-based materials.

Incorporating motivation into multimedia learning

What is the role of motivation in multimedia learning? Cognitive theories of multimedia learning tend to focus on instructional methods aimed at reducing extraneous processing (such as highlighting the essential material) or managing essential processing (such as breaking a lesson into parts), whereas motivational theories tend to focus on instructional methods aimed at fostering generative processing (such as adding appealing graphics or challenging scenarios). Moreno's (2005) cognitive affective theory of learning from media is intended to better incorporate motivation and metacognition into theories of multimedia learning, helping to extend or clarify Mayer's (2009) cognitive theory of multimedia learning and Sweller's (Sweller, Ayres, & Kaluga, 2011) cognitive load theory. The research presented in this special section examines motivating instructional features intended to promote generative processing—such as adding appealing graphics (Magner, Schwonke, Aleven, Popescu, & Renkl, 2013; Plass, Heidig, Hayward, Homer, & Um, 2013) or challenging scenarios (D'Mello, Lehman, Pekrun, & Graesser, 2013). Overall, motivational features can improve student learning by fostering generative processing as long as the learner is not continually overloaded with extraneous processing or overly distracted from essential processing.