Multimedia Principles Research Articles

Teaching Medical Students About Attention Deficit Hyperactivity Disorder (ADHD): The Design And Development Of An E-Learning Resource.

In this paper, we describe how an e-learning resource on Attention Deficit Hyperactivity Disorder (ADHD) for medical students was designed and developed. The aim of the resource was to provide students with essential knowledge and understanding about ADHD prior to their attendance at a classroom teaching session as well as to serve as a revision tool. The paper focuses on the way in which instructional design, educational and multimedia principles were used to inform the development of the resource. It also reports results of a small-scale evaluation of students’ satisfaction with the resource and the way in which they believed it impacted knowledge acquisition of ADHD related concepts and principles. In addition, we consider ways in which the resource could be further utilized and evaluated, for example as part of a flipped classroom approach to learning, and whether this would be a useful model to use when teaching other aspects of Child and Adolescent Psychiatry.

Teaching Complex Content in OT Education: Using the Multimedia Principle of Pretraining To Foster Meaningful Learning

Abstract Date Presented 04/04/19 This study on the multimedia principle of pretraining examined the effect the method of pretraining had on achievement of OT students learning sensory integration theory. Pretraining specifies dividing content into two learning phases to increase comprehension. Using pretest-posttest design, 145 OT students received intervention via a video module and lecture. Results indicated pretraining with a static concept map was more effective than the other two methods investigated. Primary Author and Speaker: Melisa Kaye

Feasibility of implementing a resident oncology video curriculum.

10500 Background: ACGME survey results consistently show that 40% of University of California, San Francisco (UCSF) internal medicine (IM) residents are dissatisfied with their oncology education—higher than the oncology national average and highest among UCSF IM subspecialties. A needs assessment revealed that UCSF residents desire online oncology resources for asynchronous learning. To address this need, we sought online oncology videos targeted to residents but found none. We thus used cognitive theory of multimedia learning principles to develop an oncology video curriculum and evaluated three feasibility components: demand (frequency of use), efficacy, and acceptability. Methods: We chose common cancers from the ABIM blueprint and filmed five 10-minute videos of UCSF oncologists discussing content they chose for residents. We created modules with pre/post tests derived from video content. After a pilot, we sent links to all IM residents on required oncology clinic rotations over four months (n = 25) and offered protected clinic time for optional completion. We compared pre/post test scores with a paired t test and surveyed residents. Results: Demand: 72% (18 of 25) completed ≥1 module; 32% completed all 5. Efficacy: The mean pre- vs. post-test score improved (50% vs. 87%, p = 0.002). Acceptability: 64% completed the survey. Of those who completed ≥1 module, 93% (13 of 14) felt strongly that the videos contributed to their knowledge. 93% recommended the videos to others. Residents praised the length, key points, and pre/post tests. Finding time for the modules was difficult; most did them at home. Suggestions included focusing on fundamentals and creating videos for all common cancers. Conclusions: We present demand, efficacy, and acceptability evidence supporting the feasibility of a resident oncology video curriculum. Formal protected time for module use is critical. We will focus on fundamentals for generalists as we make more videos. We will track ACGME survey results, examination scores, and clinical performance to study impact. We aim to publish the modules online for broader use and as a model solution to address similar needs across specialties and institutions, as complex resident schedules increasingly require asynchronous learning.

The Effects of Image Type and Signaling on Learning in Human Anatomy: Schematics versus Dissection‐based Cadaveric Photographs

The multimedia principle states that individuals learn best from a combination of images and text, rather than text alone. In gross anatomy education, images such as schematics and photographs are often utilized to promote the learning of anatomical concepts and effectively prepare students for laboratory sessions and course examinations. Students enrolled in human anatomy courses are typically offered a variety of resources containing either schematics, dissection‐based cadaveric photographs, or both – which are often laden with coloured highlights and text‐based labels. While ‘signalling’ (eg. using colours or labels to highlight important anatomical structures) has been shown to decrease cognitive load (an outcome associated with improved learning), it is unclear whether using schematics or dissection‐based cadaveric photographs influences students' learning efforts differently. The aim of this project was therefore to compare the influences of schematics and dissection‐based cadaveric photographs on students' examination performance and short‐term knowledge retention. At the onset of this project, a pilot study was conducted on students enrolled in an advanced undergraduate human anatomy course. Participants were randomly assigned to one of four modules containing specific image types: cadaveric photographs (CP), coloured cadaveric photographs (cCP), schematics (SC), or coloured schematics (cSC). They then used their assigned module to study an anatomical region prior to completing two examinations; (1) immediately after the study period, and (2) one week after the first examination. Performance on the examinations and short term knowledge retention were compared between groups, and no statistically significant differences in mean examination performance were detected between them (p> 0.05). However, examination scores of those assigned to modules that contained images subjected to signalling demonstrated less drastic mean performance decreases in the second examination than those who studied the modules containing non‐coloured images. These findings suggested that the images subjected to signaling may have aided short‐term knowledge retention. The present study repeated the pilot study protocol on students enrolled in a large third‐year undergraduate introductory human anatomy course. The preliminary results indicated a similar trend, wherein signaling had beneficial effects on students' short‐term retention. The results of this project suggest that signaling using coloured highlights should be used when creating a novel resource, regardless of the type of image that is used. These findings may be used to inform the development of pedagogical resources and create teaching materials that promote the retention of anatomical knowledge and concepts.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Learner control, segmenting, and modality effects in animated demonstrations used as the before-class instructions in the flipped classroom

ABSTRACT Multimedia principles such as segmentation, learner control, and modality have been proposed to ensure animated demonstrations (AD) effectiveness. However, several studies that apply multimedia principles in different learning contexts with different learners have found boundary conditions for several effects. This study thus aimed to investigate different levels of learner control, segmenting, and modality effects on learning and cognitive load when AD was used as the before-class instructions in the flipped classroom, in which the boundary conditions include self-pacing and sufficient learning time. Two experiments (low control vs. high control) were conducted with a 2 × 2 (segmentation: nonsegmented vs. segmented; modality: narrated vs. captioned) between-subjects ANOVA design. A supplementary analysis across the two experiments was further conducted to distinguish between the main effects of learner control and segmentation. The findings of this study have important implications for the design of before-class instructions to enhance student engagement and understanding.

Applicability and Necessity of E-Learning Courses Based onParticipants’ Viewpoints in a Summer School

Background: The purpose of this study was to investigate the applicability and necessity of e-learning courses based on the participants’ viewpoints in an e-learning Summer School. Methods: The research was conducted in 2017 with a descriptive cross-sectional design. The statistical population consisted of 33 students from universities of medical sciences that attended in the first e-learning Summer School and the research was done on all of them. A researcher-made questionnaire with a 5-point Likert scale was used that consisted of 40 questions including 25 questions in the knowledge section with five fields (concepts and theories, instructional design, virtual class, multimedia principles, and new approaches in e-learning) and 15 questions in the skills section with two fields (e-content development and learning management system). Content validity of the questionnaire was approved based on five expert’s opinions and reliability was 94% based on Cronbach’s alpha. The data were analyzed by using SPSS 16 with one-sample t-test, independent t-test, and ANOVA test. Student’s individual experiences were also evaluated by one open-ended question. Results All topics significantly were applicable and necessary from the participants’ viewpoints in both knowledge and skills sections (P < 0.001). The dimension of e-content development had the highest mean score (4.46). Conclusions: E-learning can provide better and easier learning experiences by eliminating the time and space constraints and being adapted to learner conditions. Short-term e-learning courses can create new ideas for the use of technology in the educational process.

Asmaul Husna Learning through Gamifications and Adaptation of Signalling Principle

Asmaul husna is the 99 names of attributes which is owned by Allah SWT. All names in asmaul husna must be translated with the word “Maha”, which shows the perfection in divine attribute. Unfortunately, in this modern age, the lack of knowledge about asmaul husna especially its meaning is the most common problem among muslim society. By learning asmaul husna via traditional methods such as text books and white board, muslims are getting less motivated and have no desire to learn more about asmaul husna. Due to the emerging of gamification, the traditional methods are less effective, and it has several limitations in terms of equipment for the learning process. Learning asmaul husna through gamification could increase motivation, offers challenges and trigger excitement to play, while applying multimedia principles could ease in the learning process by reducing the cognitive load and excess memory. The aim of this project is to learn on asmaul husna attributes and meanings, identify suitable gamification elements and multimedia principles to be adapted into the design and development of Asmaul husna Learning Game for students. This game consists of gamification elements in learning such as points, rewards, countdown timer, and discovery and multimedia learning principles which is the signalling principle. Heuristic evaluation has been initiated and from the test results, this game is highly recommended for students.

Developing E-Learning Media with the Contiguity Principle for the Subject of Autocad

Technological advances have made possible to reduce limitation of space and time in learning. Students can interact with teachers and other students indirectly without face to face meetings through e-learning media. To create effective e-learning media, factors to be mainly considered are multimedia learning principles, one of which is contiguity. Thus, this study was aimed at developing e-learning media with the contiguity principle and examining its quality. The media were tested for measuring its effectiveness by statistically analyzing the differences in students’ learning achievement and motivation. This study was research and development using quasi experimental techniques whose subject is Vocational High School also known as Sekolah Menengah Kejuruan Negeri 2 Yogyakarta. The result of this study was e-learning media with the contiguity principle. The feasibility evaluation showed that the product had good quality in the aspects of media and materials. The effectiveness testing showed insignificant differences in learning achievement and motivation between the students using e-learning media with the contiguity principle and without the contiguity principle with the scores of 0.325 and 0.873 respectively.

Investigating the Effects of Modality and Multimedia on the Learning Performance of College Students With Dyslexia

There has been a lack of research on how people with individual differences learn with multimedia materials, in particular with regard to individuals with dyslexia. Dyslexia is a learning disability characterized by subpar ability in reading, spelling, writing, word recognition, and phonological decoding. This population could potentially benefit from multimedia learning materials according to the cognitive theory of multimedia learning and Orton–Gillingham multisensory instructional approach. This study examined how learning in four multimedia conditions influences dyslexic college students’ ability to recall and recognize information. Seventy-three college students with dyslexia were assigned to one of the four conditions that integrated the modality (spoken text vs. on-screen text) and multimedia (picture present vs. picture absent) principles. They completed a cued-recall and a content recognition test. The results indicated pictures facilitated recognition, which validated the multimedia principle. On-screen text led to a superior performance in recall and recognition compared to spoken text. This finding suggested the modality principle did not hold for participants with dyslexia in this study, which is especially surprising given that dyslexics have difficulty processing written text. Possible explanations of the findings are discussed.

UNDERPINNING FILM ELEMENTS’ PEDAGOGICAL FEASIBILITIES FOR CREATIVE WRITING

The research centers on examining probable pedagogical implications of film elements as viable innovative writing catalysts over the whole film in terms of materials’ authenticity, materials design, multimedia principles and conceivable tasks components reinforced by related-conducted researches. It is supposed that film elements’ utilization fundamentally needs practical and sanctioned assessment. The study demonstrated interests to the subsequent enquiries: What are the pedagogical implications of films and their elements in language instructions? What are the film elements-inspired writing tasks? How are they administered in the classrooms? Do they conform to input authenticity, materials design and multimedia standards? Do these principles sustain the writing tasks? What are other research standards that support the writing tasks? What are the significant components of these writing activities and how do they support writing viabilities? It is perceived that when authenticity, materials design and multimedia principles are incorporated in creating writing tasks from film elements, said instructions can be linguistically and technologically rewarding. An empirical investigation through survey of teachers’ practices of materials design standards towards the development of writing tasks alongside teachers and students technological skills’ involvement is suggested. Similarly, this paper warrants quantitative studies on how teachers asses writing viabilities through authenticity, materials design and multimedia principles using film elements as crucial variables. Article visualizations:

An examination of gender and situational interest in multimedia learning environments

AbstractExisting research highlights conflicting results attempting to capture gender preferences with respect to unimodal versus multimodal designs in online learning. As online learning continues to expand, more research examining the role of gender in multimedia design holds considerable potential. However, the presence of multimedia in online learning contexts presents a more complex problem when taking into consideration the concept of learner interest. The current study sought to investigate gender differences in situational interest (SI) with respect to three different but related designs of an online, multimedia learning environment for continuing, professional education in emergency medical services. The content in these designs was identical, but applied different combinations of the redundancy and modality multimedia principles. A two‐way analysis of variance was used to examine the types of SI by gender and type of multimedia design. While no significant difference or interaction effect was identified between gender and triggered SI, an interaction effect was observed for females and the different multimedia designs. Specifically, females reported a higher maintained SI when animation, narration and text were effectively combined. The findings of this study provide insight into best practices for instructional and media designers developing multimedia learning environments as well as future research implications.

Enhancing Cognitive Theory of Multimedia Leaning through 3D Animation

Cognitive theory of Multimedia learning has been a widely used principle in education. However, with current technological advancements and usage, the teaching and learning trend of children’s have also changed with more dependability towards technology. This research work explores and implement the use of 3D Animation as tool for multimedia learning based on cognitive theory. This new dimension in cognitive learning, will foster the latest multimedia tools and application driven through 3D Animation, Virtual Reality and Augmented Reality. The three principles, that facilitate cognitive theory of multimedia learning using animation, addressed in this research are temporal contiguity principle (screening matching narration with animation simultaneously rather than successively), personalization principle (screening text or dialogs in casual form rather than formal style) and finally the multimedia principle (screen animation and audio narration together instead of just narration). The result of this new model would yield a new technique of educating the young children through 3D animation and virtual reality. The adaptation of cognitive theory through 3D animation as a source of multimedia learning with various key principles produces a reliable paradigm for educational enhancement.

Tutorial Estrutura e Estabilidade do DNA: animações interativas da estrutura tridimensional do DNA

O tutorial “Estrutura e estabilidade do DNA” foi desenvolvido articulando a Teoria de Aprendizagem Significativa de Ausubel e princípios de Multimídia de Mayer, no intuito de favorecer a aprendizagem significativa da estrutura do DNA por meio da exploração guiada e paulatina de animações interativas da estrutura tridimensional do DNA. Para tal, foram estabelecidas unidades conceituais que possuem mídias acessórias, como textos, diagramas e tabelas, que auxiliam na explicação das animações. Diversos conceitos químicos e bioquímicos são explicados no intuito de favorecer a compreensão do DNA como um biopolímero determinado pelas interações químicas intra/intermoleculares que, consequentemente, estabelecem as relações estrutura/estabilidade e estrutura/atividade biológica. Desta forma, foi desenvolvido um tutorial interativo que pode ser usado em diversas situações de ensino e aprendizagem no intuito de favorecer a construção do conhecimento pelo aprendiz.

Using multimedia for e‐learning

AbstractThis paper reviews 12 research‐based principles for how to design computer‐based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a median effect size of d = 1.67 based on five experimental comparisons), which holds that people learn better from computer‐based instruction containing words and graphics rather than words alone. Principles aimed at reducing extraneous processing (i.e., cognitive processing that is unrelated to the instructional objective) include coherence (d = 0.70), signalling (d = 0.46), redundancy (d = 0.87), spatial contiguity (d = 0.79) and temporal contiguity (d = 1.30). Principles for managing essential processing (i.e., mentally representing the essential material) include segmenting (d = 0.70), pre‐training (d = 0.46) and modality (d = 0.72). Principles for fostering generative processing (i.e., cognitive processing aimed at making sense of the material) include personalization (d = 0.79), voice (d = 0.74) and embodiment (d = 0.36). Some principles have boundary conditions, such as being stronger for low‐ rather than high‐knowledge learners.

Departing from PowerPoint Default Mode: Applying Mayer’s Multimedia Principles for Enhanced Learning of Parasitology

Purpose: PowerPoint (PPT™) presentation has become an integral part of day-to-day teaching in medicine. Most often, PPT™ is used in its default mode which in fact, is known to cause boredom and ineffective learning. Research has shown improved short-term memory by applying multimedia principles for designing and delivering lectures. However, such evidence in medical education is scarce. Therefore, we attempted to evaluate the effect of multimedia principles on enhanced learning of parasitology. Methodology: Second-year medical students received a series of lectures, half of the lectures used traditionally designed PPT™ and the rest used slides designed by Mayer’s multimedia principles. Students answered pre and post-tests at the end of each lecture (test-I) and an essay test after six months (test-II) which assessed their short and long term knowledge retention respectively. Students’ feedback on quality and content of lectures were collected. Results: Statistically significant difference was found between post test scores of traditional and modified lectures (P = 0.019) indicating, improved short-term memory after modified lectures. Similarly, students scored better in test II on the contents learnt through modified lectures indicating, enhanced comprehension and improved long-term memory (P < 0.001). Many students appreciated learning through multimedia designed PPT™ and suggested for their continued use. Conclusions: It is time to depart from default PPT™ and adopt multimedia principles to enhance comprehension and improve short and long term knowledge retention. Further, medical educators may be trained and encouraged to apply multimedia principles for designing and delivering effective lectures.

The Effects of Captions on EFL Learners’ Comprehension of English-Language Television Programs

The Multimedia Principle (Fletcher &amp; Tobias, 2005) states that people learn better and comprehend more when words and pictures are presented together. The potential for English language learners to increase their comprehension of video through the use of captions, which graphically display the same language as the spoken dialogue, has been documented in previous research. However, studies have generally used short videos (Markham &amp; Peter, 2003; Montero Perez, Peters &amp; Desmet, 2014) or videos designed for language learning (Chung, 1999) rather than episodes of L2 television programs that students are most likely to watch on their own outside of the classroom. The present study aimed to fill this gap by investigating the comprehension of 372 Japanese university students who watched ten 42-minute episodes of an American television program with and without captions. While viewing the episodes, the participants completed comprehension tests. Analysis indicated that although the participants who viewed the episodes with captions had comprehension scores that were slightly higher across all episodes, their scores were only significantly different for three of the ten episodes. The results revealed that captions are likely to aid comprehension when episodes are most difficult. Explanations for the findings and pedagogical applications are offered.

An Interview with Paula Garrett-Rucks, Georgia State University

An Interview with Paula Garrett-Rucks, Georgia State University

Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model.

BackgroundE-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education.MethodsWe conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model.ResultsUnique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance.ConclusionThis review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

Learning about Probability from Text and Tables: Do Color Coding and Labeling through an Interactive‐user Interface Help?

SummaryLearning from visual representations is enhanced when learners appropriately integrate corresponding visual and verbal information. This study examined the effects of two methods of promoting integration, color coding and labeling, on learning about probabilistic reasoning from a table and text. Undergraduate students (N = 98) were randomly assigned to learn about probabilistic reasoning from one of 4 computer‐based lessons generated from a 2 (color coding/no color coding) by 2 (labeling/no labeling) between‐subjects design. Learners added the labels or color coding at their own pace by clicking buttons in a computer‐based lesson. Participants' eye movements were recorded while viewing the lesson. Labeling was beneficial for learning, but color coding was not. In addition, labeling, but not color coding, increased attention to important information in the table and time with the lesson. Both labeling and color coding increased looks between the text and corresponding information in the table. The findings provide support for the multimedia principle, and they suggest that providing labeling enhances learning about probabilistic reasoning from text and tables. Copyright © 2016 John Wiley &amp; Sons, Ltd.

Designing and Implementing an Effective Courseware for the Enhancement of e-Learning

The objective of this study is to determine the effect of applying the cognitive theory of multimedia learning in an e-learning environment. Three versions of a course on how to master skills in Adobe Photoshop were designed and given to a sample of (60) students to test their effectiveness. This research sample was divided into three groups. The first was an experimental group that studied the subject through Course Facilitated Multimedia Principles (CFMP), like the multimedia principle, the modality principle and the contiguity principle. The second experimental group studied the subject through Course Not-Facilitated Multimedia Principles (CNFMP), which did not apply the multimedia principle. The last group is a control group that studied the subject through traditional methods. Learning outcomes were determined by achievement test. Differences between pre and post-test scores were analyzed. The results show that the students in the first experimental group had improved their academic achievement by 53.70%, while the students in the second experimental group improved by 45.80%. Finally, the students in the control group had improved their achievement only by 30.5%. The findings affirm that CFMP has more effect on student achievement than the traditional way or the CNFMP. This is an indication that the application of the multimedia principles has improved the students' ability to comprehend, and achieved higher levels in learning. We recommend that educators should continuously examine the effectiveness of their pedagogical strategies and smartly apply technologies to enhance student's learning.