Theory Of Multimedia Learning Research Articles

Enhancing students' learning outcomes in self‐regulated virtual reality learning environment with learning aid mechanisms

AbstractVirtual Reality (VR) has demonstrated significant advantages in various educational fields as it allows learners to actively learn in high interactivity and realism under their learning pace. However, for low‐achieving students, VR learning environments may introduce some challenges, which are problems encountered during their learning process, which lead to difficulties in self‐regulating their learning progress and becoming disoriented in the lack of guidance. This study aims to explore the improvement of self‐regulated VR learning environment based on the Cognitive Theory of Multimedia Learning and enhance the performance of low‐achieving students. We designed a VR course on electronic circuit hardware and programming, providing participants with a series of learning aids in the VR learning environment, including feedback, hints and guidance. Feedback aids provide correct or incorrect feedback after each task or test, guidance aids display progress following each task or test and hint aids offer guidance when inactivity is detected. A quasi‐experiment was conducted by using questionnaires and practical tasks to assess the participants' cognitive levels, practical hands‐on skills, self‐regulated learning abilities and learning engagement after VR learning. The results demonstrated significant improvements in all learning indicators for low‐achieving students. Practitioner notesWhat is already known about this topic Virtual Reality (VR) presents itself as a promising tool for self‐regulated learning (SRL). SRL abilities are of paramount importance within the learning environment of VR. In the context of the self‐regulated Virtual Reality (SRVR) learning environment, low‐achieving students have received little attention. What this paper adds It examines the effectiveness of learning aid mechanisms within the SRVR learning environment. These mechanisms support cognitive levels and increase engagement in SRVR learning. Low‐achieving learners benefit from the presence of learning aid mechanisms in the SRVR learning environment. Implications for practice and/or policy Providing learning aid mechanisms within the SRVR learning environment can potentially augment learning. Learning aids mechanism have the potential to provide comprehensive support within the SRVR setting.

Incidental learning of collocations through different multimodal input: The role of learners’ initial L2 proficiency

This study investigated the impact of one unimodal (i.e., reading-only) and two different multimodal input modes (i.e., reading-while-listening and viewing with captions) on incidental collocation learning, alongside examining the relationship between learning gains and overall L2 proficiency. A total of 180 university students at pre-intermediate and upper-intermediate levels from China were randomly assigned to one of the input modes. Target collocation knowledge tests, including form recognition and meaning recall, were administered immediately after exposure to the input material and after a 2-week interval. Results indicated that while learners across different proficiency levels acquired collocation knowledge through all input modes to varying degrees, those in the multimodal conditions outperformed their counterparts in terms of both recognition and recall dimensions. Additionally, after 2 weeks, despite decreased learning gains for all learner groups, multimodal input was found to benefit upper-intermediate learners' meaning recall of the target collocations. Learners’ language proficiency significantly predicted their immediate learning outcomes in both recognition and recall. These findings offer further support for multimedia learning theory and dual code theory, contributing to a deeper understanding of the value of multimodal meaning-focused language input.

From Research to Practice: Are Multimedia Principles Present in Instructional Videos Used by Teachers in Science and History?

AbstractOver the past decades, researchers have investigated the effects of multimedia design principles to enhance learning. These evidence-based principles are known to enable students to learn from multimedia resources and support cognitive processing. However, it is unclear if and which of these multimedia design principles are implemented in instructional videos selected by teachers. The purpose of this study is to investigate whether the videos screened by secondary school teachers in their classroom are consistent with the multimedia design principles based on the cognitive theory of multimedia learning. For this study a design review of 78 videos was conducted. The findings indicate variations in the application of multimedia principles. While most of the multimedia design principles were present, some were transgressed or absent. Moreover, the presence of the three different groups of principles, based on their impact on the cognitive load (i.e., reducing extraneous processing, managing essential processing, and fostering generative processing) were rarely present in the same video. Finally, this study also revealed that the teachers were actively implementing the multimedia design principles when they screened the videos in the classroom. Indeed, they frequently applied the pre-training principle (e.g., by introducing new words to the students before the screening), the segmentation principle (e.g., by pausing the video during the screening), and the generative activity principle (e.g., by asking students to complete a task during or right after the screening). Thus, the present study not only provides an insight on the design of authentic instructional videos but also highlights the addition of multimedia principles by teachers during the screening.

Theoretical principles underlying the practices of eduTubers

According to reports, Internet users spend an average of 8 h online per day, with a significant portion of this time dedicated to social media platforms such as YouTube. Among content creators on YouTube, eduTubers produce educational content. Students are increasingly using digital social media platforms as a supplement and support to education. Although certain educators question the validity of such educational videos, only limited studies have examined the scientific and academic rigor of eduTubers. This study identifies the underlying theoretical principles in the practices of eduTubers through qualitative research that employs digital methods and ethnographic tools. This study examined 13 eduTubers and analyzed 196 videos and more than 7500 comments from their channels. The results reveal four categories of practices, namely, pedagogical strategies, content management, resource management, and communication strategies. These practices unconsciously incorporate principles from various learning (e.g., cognitive theory of multimedia learning or the theory of meaningful learning) and communication (e.g., inverted pyramid theory or the temptation of teacher prophecy) theories. Educators could benefit from familiarizing themselves with and adopting the practices of eduTubers to enhance students’ perception about learning in classrooms.

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.

Revolutionizing EFL Instruction: Jordanian Teachers' Perspectives on Interactive Whiteboards for Word Identification Enhancement

This study investigates Jordanian EFL teachers' perspectives on the impact of Interactive Whiteboard (IWB) technology on word identification enhancement. Drawing on the theory of Multimedia Learning, the research aims to address a gap in the literature regarding EFL educators' perceptions of using IWBs to improve word identification skills. A cross-sectional survey was administered to 124 Jordanian EFL teachers, and data were analyzed using descriptive statistics, paired t-tests, and one-way ANOVA. The findings reveal positive attitudes among Jordanian EFL teachers towards the efficacy of IWB technology in enhancing word identification. Participants overwhelmingly support the favorable use of IWBs and recognize their potential to enhance word identification skills. Importantly, no significant differences were found across demographic variables, suggesting a consistent recognition of IWB efficacy irrespective of gender, age, academic degree, or years of experience. The results underscore the importance of integrating IWB technology into EFL classrooms and highlight the need for further exploration of pedagogical approaches to maximize its benefits. This study contributes to the literature by providing insights into the perceptions of Jordanian EFL teachers regarding IWB technology and its role in word identification enhancement. It advocates for the continued utilization and exploration of IWB technology to enhance language teaching and learning practices.

Enhancing Learning of 3D Model Unwrapping through Virtual Reality Serious Game: Design and Usability Validation

Given the difficulty of explaining the unwrapping process through traditional teaching methodologies, this article presents the design, development, and validation of an immersive Virtual Reality (VR) serious game, named Unwrap 3D Virtual: Ready (UVR), aimed at facilitating the learning of unwrapping 3D models. The game incorporates animations to aid users in understanding the unwrapping process, following Mayer’s Cognitive Theory of Multimedia Learning and Gamification principles. Structured into four levels of increasing complexity, users progress through different aspects of 3D model unwrapping, with the final level allowing for result review. A sample of 53 students with experience in 3D modeling was categorized based on device (PC or VR) and previous experience (XP) in VR, resulting in Low-XP, Mid-XP, and High-XP groups. Hierarchical clustering identified three clusters, reflecting varied user behaviors. Results from surveys assessing game experience, presence, and satisfaction show higher immersion reported by VR users despite greater satisfaction being observed in the PC group due to a bug in the VR version. Novice users exhibited higher satisfaction, which was attributed to the novelty effect, while experienced users demonstrated greater control and proficiency.

Learners’ preferred L2 vocabulary learning modalities

Under the framework of the cognitive theory of multimedia learning, this study examined how four modalities (iconic gestures, beat gestures, no gesture, audio) and learner modality preferences affect L2 vocabulary learning coupled with their relation to language aptitude. Sixty native or bilingual Japanese speakers watched video clips of sixty Spanish words under the above-mentioned four conditions six times. Their retention rate was measured immediately following the learning phase and after two weeks. The primary findings were (a) modalities had no relationship with the test scores; (b) learners preferred iconic gestures most; (c) modality preferences had a strong relationship to test scores; (d) the scores of their most preferred modality were significantly higher than those of other less-preferred modalities, and (e) the language aptitude score was correlated with modalities but not with modality preferences. This study suggests that learners may learn L2 vocabulary most efficiently when the modality matches their preferences.

Development and Validation of the Serious Educational Game in Nursing Appraisal Scale.

This study aims to develop and validate the Serious Educational Game in Nursing Appraisal Scale (SEGiNAS), a tool designed to evaluate the implementation of serious games within nurse education contexts of quantity of process, quality of process, and learning outcomes. This methodological and psychometric study aimed to develop and validate a scale. The item generation phase was based on the cognitive theory of multimedia learning, resulting in a 20-item scale. The validation phase involved evaluating the psychometric scale by surveying 160 Portuguese nurses. A factor analysis revealed a three-factor structure corresponding to the scale's designed dimensions, explaining a total variance of 64.5%. The scale demonstrated high internal consistency for all factors, including engagement and teaching effectiveness (0.925), learning impact and practical application (0.883), and content relevance and clarity (0.848). The dimensions were engagement and teaching effectiveness, learning impact and practical application, and content relevance and clarity. The SEGiNAS scale represents a valid and reliable tool for evaluating serious games in nursing education. Its development fills an existing gap in assessing the teaching-learning process with serious games. This study was not registered.

Development and validation of a stakeholder-driven, self-contained electronic informed consent platform for trio-based genomic research studies.

Increasingly long and complex informed consents have yielded studies demonstrating comparatively low participant comprehension and satisfaction with traditional face-to-face approaches. In parallel, interest in electronic consents for clinical and research genomics has steadily increased, yet limited data are available for trio-based genomic discovery studies. We describe the design, development, implementation, and validation of an electronic iConsent application for trio-based genomic research deployed to support genomic studies of cerebral palsy. iConsent development incorporated stakeholder perspectives including researchers, patient advocates, institutional review board members, and genomic data-sharing considerations. The iConsent platform integrated principles derived from prior electronic consenting research and elements of multimedia learning theory. Participant comprehension was assessed in an interactive teachback format. The iConsent application achieved nine of ten proposed desiderata for effective patient-focused electronic consenting for genomic research. Overall, participants demonstrated high comprehension and retention of key human subjects' considerations. Enrollees reported high levels of satisfaction with the iConsent, and we found that participant comprehension , iConsent clarity , privacy protections , and study goal explanations were associated with overall satisfaction . Although opportunities exist to optimize iConsent, we show that such an approach is feasible, can satisfy multiple stakeholder requirements, and can realize high participant satisfaction and comprehension while increasing study reach.

Why comparing matters – on case comparisons in organic chemistry

When working with domain-specific representations such as structural molecular representations and reaction mechanisms, learners need to be engaged in multiple cognitive operations, from attending to relevant areas of representations, linking implicit information to structural features, and making meaningful connections between information and reaction processes. For these processes, appropriate instruction, such as a clever task design, becomes a crucial factor for successful learning. Chemistry learning, and especially organic chemistry, merely addressed meaningful task design in classes, often using more reproduction-oriented predict-the-product tasks. In recent years, rethinking task design has become a major focus for instructional design in chemistry education research. Thus, this perspective aims to illustrate the theoretical underpinning of comparing cases from different perspectives, such as the structure-mapping theory, the cognitive load theory, and the variation theory, and outlines, based on the cognitive theory of multimedia learning, how instructors can support their students. Variations of this task design in the chemistry classroom and recommendations for teaching with case comparisons based on current state-of-the-art evidence from research studies in chemistry education research are provided.

A Systematic Literature Review on the Intersection of Experiential and Multimedia Learning With Virtual Reality and Its Implications

This literature review examines the current literature and research surrounding the foundations and applications of experiential and multimedia learning in virtual reality environments. Eleven insightful research papers are discussed, detailing the efforts and results of multimedia learning and experiential learning in virtual reality independently, not combined. The literature, and consequently the literature review, heavily pulls from Kolb’s Experiential Learning model and Mayer’s Cognitive Theory of Multimedia Learning. We find a general trend suggesting the efficacy of creating experiential learning-based lessons and the efficacy of multimedia learning formats. However, based on the literature, combining these two theories and techniques may result in higher student engagement and content retention. This literature review also explores the thresholds for sensory stimuli fidelities necessary to create meaningful, effective, immersive virtual reality content. However, further research will be required to measure attention, retention, and information recall in different virtual reality and multimedia lesson formats, as well as engagement and positive emotions associated with learning.

The seductive details in online mathematics learning

The new technologies and multimedia formats have given rise to highly attractive synchronous virtual environments for learning mathematics. However, the cognitive theory of multimedia learning suggests that it is preferable to eliminate seductive information from a multimedia presentation. Nevertheless, it is still unclear whether this effect manifests in ecological situations such as synchronous video conferences. In order to address this gap, two experiments were conducted to examine the effect of instructional, decorative, and seductive images on mathematics learning through synchronous video conferences, for both beginner and advanced students. The first experiment (n = 156) revealed that both materials with instructional graphics and materials without graphics are more efficient (i.e., they generate higher performance with equal mental effort) than materials with seductive graphics. In the second experiment, the moderating role of prior knowledge was analyzed (n = 163), including advanced students in the study. The results suggested that novice students performed better with materials containing instructional and decorative graphics compared to those presenting seductive graphics. However, this disadvantage of learning with seductive graphics disappeared in advanced students. It is concluded that the effectiveness of online mathematics learning depends on the type of graphics used and the level of prior knowledge. These results are discussed from the perspective of cognitive load and multimedia learning, and practical guidelines are provided for teaching and researching online mathematics learning.

Effect of Rich Electronic Word of Mouth (eWOM) to Predict Online Purchase Intention in Indian Context Using the Cognitive Theory of Multimedia Learning and SEM-FsQCA

The objective of this study is to investigate the effect of rich eWOM (verbal and non-verbal) content on credibility, adoption, and online purchase intention using the cognitive theory of multimedia learning. It also examines the interaction effects among representation modes of review format on eWOM behavior. We adopted structural equation modeling and Fuzzy Set Qualitative Comparative Analysis to gain quantitative and qualitative insight into determinants of credibility and adoption. Using purposive and systematic sampling, we have collected 315 usable samples. The results confirm that detailed text, image, and video reviews positively affect eWOM credibility and adoption. It reveals that verbal review enhances the positive effect of nonverbal reviews on eWOM credibility and adoption, and both review credibility and adoption affect purchase intention. This study provides insights to industry practitioners and highlights the importance of video and image reviews in retail websites that provide sufficient audio-visual information to engage customers in online purchases.

The 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.

The Effect of Multimedia on Vocabulary Learning and Retention

Acquiring vocabulary is essential for learning a foreign language. Comparing multimedia approaches that combine text, graphics, audio, and video with standard text-only methods may improve vocabulary learning. The impact of multimedia on vocabulary learning and retention is examined in this study. Fifty undergraduate English learners were split into two groups using a mixed experimental design. Video clips, graphics, and text were used to teach vocabulary to the experimental group. All participants completed pre post vocabulary tests to assess learning and retention. Multimedia instruction led to significantly higher vocabulary gains on the immediate test compared to text-only instruction. Moreover, multimedia learning promoted greater long-term retention based on higher scores on the post test. These findings were consistent across different categories of concrete and abstract words. Additional analysis found multimedia was particularly beneficial for learners with lower verbal working memory capacity. The results suggest multimedia capitalizes on dual coding and provides contextual support which enhances both initial vocabulary learning and retention. This multimedia effect persisted over time, indicating potential pedagogical benefits. The study contributes to theories of multimedia learning and vocabulary.

Signaling feedback mechanisms to promoting self-regulated learning and motivation in virtual reality transferred to real-world hands-on tasks

ABSTRACT Virtual reality (VR) provides a unique platform for interactive learning experiences, enhancing learning, particularly in hands-on courses. However, the visual load of VR and the lack of guidance and interaction from physical teachers or peers can pose challenges for learners in self-regulated learning (SRL) and learning motivation. This study designed feedback in the VR learning environment based on the signaling principles of Cognitive Theory of Multimedia Learning (CTML) to investigate learners’ SRL, learning motivation, cognitive levels, and their abilities to handle real-world scenarios. We developed a VR hands-on learning course on the Artificial Intelligence of Things (AIoT) and conducted two real-world AIoT hands-on tasks, implementing a quasi-experimental study with 71 university students. Participants were randomly assigned to either the experimental group or the control group. The experimental group received three types of feedback signals (gaze, progress, and decision) designed based on signaling principles, while the control group received no feedback. The results showed that the experimental group exhibited significantly higher levels of SRL and learning motivation compared to the control group after VR learning. The feedback group also performed better in terms of cognitive levels and real-world hands-on tasks.

Multimedia enhanced vocabulary learning: The role of input condition and learner-related factors

This study explored the effects of different types of input (verbal-only vs. verbal plus content-related nonverbal vs. verbal plus paralinguistic-related nonverbal) on vocabulary learning from multimedia. It also investigated how learning was moderated by three learner-related factors (prior vocabulary size, phonological short-term memory (PSTM) capacity, and comprehension of the input). Forty-three English learners of French first completed a French vocabulary size test, a vocabulary pre-test, and a PSTM test online. They then viewed three sets of multimodal teaching materials, each with a different type of input condition, followed by a vocabulary post-test and a comprehension test. Findings indicated that multimodal input including additional nonverbal information was more beneficial than traditional verbal-only input for productive vocabulary knowledge gains. Additionally, comprehension of the input was the most important moderator for the learning gains, especially when the input included paralinguistic-related nonverbal information. The findings provide novel insights into theories of multimedia learning and have pedagogical implications for the design of multimodal language learning materials.

Which pedagogical approaches are more effective in mobile learning? A meta‐analysis and research synthesis

AbstractBackground StudySeveral meta‐analysis studies have investigated the effects of mobile learning on learning performance. However, limited attention has been paid to pedagogy in mobile learning, making quantitative evidence of the effects of pedagogical approaches on learning performance in mobile learning scarce. Filling this gap can therefore help stakeholders understand which mobile pedagogical approaches might work or not under which learning conditions, hence achieving better learning experience and performance.ObjectivesTo address this gap, this study conducted a meta‐analysis and research synthesis of the effects of integrated pedagogical approaches on students' learning performance in mobile learning. Additionally, this study analysed the field of education, level of education, learning setting, sample size, and mobile device as moderating variables of the effect of pedagogical approaches.MethodsThe software Comprehensive Meta‐Analysis V.3 was used for this meta‐analysis, where Hedges' g was calculated for the effect sizes. Specifically, 70 quantitative studies (N = 5575 participants) were coded and analysed.ResultsThe results indicate that pedagogical approaches in mobile learning have a large effect on students' learning performance (g = 0.93, p < 0.001). The most effective pedagogical approach was project‐based learning (huge effect), while collaborative learning, situated learning and game‐based learning had large effects. Finally, cognitive theory of multimedia learning and inquiry‐based learning had medium effects. The results also indicate that the effect is moderated by the field of education, the level of education, the learning setting, the sample size, and the mobile device. Finally, it is found that study quality might influence the overall effect size.ConclusionsThe findings of this study can be beneficial to both researchers and practitioners as they highlight and discuss which pedagogical approaches could be more effective in mobile learning under specific conditions. Further research, on the other hand, should focus on covering additional moderators of learning performance like mobile device type and screen size which is one of the limitations of this study.

Multimedia design for learner interest and achievement: a visual guide to pharmacology.

Medical education increasingly relies on digital learning materials. Despite recognition by the Association of American Medical Colleges Institute for Improving Medical Education, medical education design often fails to consider quality multimedia design principles. Further, the AAMC-IIME issued a call to study the role of design principles in medical education. Thus, the current study investigated the cognitive and affective effects of redesigning PowerPoint slides used to support pharmacology content during the preclinical years of medical school training. Researchers implemented a quasi-experimental design, using traditionally-designed (original) slides with a Traditional group (n = 100) and slides redesigned to follow principles from the Cognitive Theory of Multimedia Learning with an Experimental group (n = 40). Participants in the Experimental group completed a post-survey incorporating the Situational Interest Survey for Multimedia to indicate motivational engagement with the media. Students in the Experimental group also responded to additional preference questions. Researchers analyzed survey responses and students' scores in pharmacology-related coursework across the preclinical Foundations Phase of training to determine the impact on achievement and motivation. Findings related to learner achievement showed a modest but significant increase in the Experimental group compared to the Traditional group in the Cardiac, Pulmonary, and Renal (CPR) educational block (105%, normalized to Traditional group, p = 0.013) and cumulative pharmacology grades (101%, normalized to Traditional group, p = 0.043). Additionally, participants in the Experimental group indicated a significantly higher average triggered situational interest in redesigned slides (M = 4.85, SD = 0.25) than the original slides (M = 3.23, SD = 1.40, t=-6.33, p < 0.001). Similarly, the interest rating of the redesigned slides (M = 4.87, SD = 0.24) was significantly greater than that of the original slides (M = 3.89, SD = 0.86, t=-6.824, p < 0.001). Moreover, results further indicated significant differences in the maintained-feeling and maintained-value constructs, and all participants in the Experimental group indicated a preference for the redesigned slides. The findings provide strong evidence in support of using the Cognitive Theory of Multimedia Learning design principles to intentionally design media in medical education. In addition to increased achievement scores, students in the Experimental group demonstrated significantly higher levels of situational interest in the redesigned slides, especially triggered interest and maintained-feeling interest. Medical education learning designers should seriously consider redesigning media to achieve similar results.