Multimedia Learning Principles Research Articles

Evaluating “Reading Bear”: An analysis of a multimedia phonics programme using Mayer’s principles of multimedia learning

Evaluating “Reading Bear”: An analysis of a multimedia phonics programme using Mayer’s principles of multimedia learning

The development of supplemental multimedia learning modules and their impact on student learning in food biotechnology courses.

The rapid growth of online education has created opportunities to integrate multimedia learning tools into complex scientific disciplines like food biotechnology. This study aimed to develop and evaluate supplementary online course modules on gene expression analysis, protein engineering tools, and fermentation genomics for undergraduate food biotechnology education. Based on cognitive load theory and multimedia learning principles, the modules incorporated focused visual media and interactive knowledge checks. The study involved 85 students in an introductory food microbiology course and 25 students in an upper-level food biochemistry elective at a large public university. Module implementation included tracking student usage through learning management system analytics, collecting qualitative feedback, and assessing learning outcomes via exam performance. Results showed that 73%-76% of students voluntarily accessed the modules, with average engagement times of 5-8 min per module. Student feedback highlighted the modules' effectiveness in clarifying textbook content through replayable examples and real-world scenarios. Comparison of exam scores revealed a 6%-10% improvement in performance on module-related items compared to overall exam averages. Qualitative feedback indicated that students found the visual representations and interactive elements helpful for clarifying complex concepts. This study demonstrates the potential of well-designed multimedia modules to support student learning in food biotechnology education, providing a model for expanding such resources in food science curricula.

How to Develop an Online Video for Teaching Health Procedural Skills: Tutorial for Health Educators New to Video Production.

Clinician educators are experts in procedural skills that students need to learn. Some clinician educators are interested in creating their own procedural videos but are typically not experts in video production, and there is limited information on this topic in the clinical education literature. Therefore, we present a tutorial for clinician educators to develop a procedural video. We describe the steps needed to develop a medical procedural video from the perspective of a clinician educator new to creating videos, informed by best practices as evidenced by the literature. We also produce a checklist of elements that ensure a quality video. Finally, we identify the barriers and facilitators to making such a video. We used the example of processing a piece of skeletal muscle in a pathology laboratory to make a video. We developed the video by dividing it into 3 phases: preproduction, production, and postproduction. After writing the learning outcomes, we created a storyboard and script, which were validated by subject matter and audiovisual experts. Photos and videos were captured on a digital camera mounted on a monopod. Video editing software was used to sequence the video clips and photos, insert text and audio narration, and generate closed captions. The finished video was uploaded to YouTube (Google) and then inserted into open-source authoring software to enable an interactive quiz. The final video was 4 minutes and 4 seconds long and took 70 hours to create. The final video included audio narration, closed captioning, bookmarks, and an interactive quiz. We identified that an effective video has six key factors: (1) clear learning outcomes, (2) being engaging, (3) being learner-centric, (4) incorporating principles of multimedia learning, (5) incorporating adult learning theories, and (6) being of high audiovisual quality. To ensure educational quality, we developed a checklist of elements that educators can use to develop a video. One of the barriers to creating procedural videos for a clinician educator who is new to making videos is the significant time commitment to build videography and editing skills. The facilitators for developing an online video include creating a community of practice and repeated skill-building rehearsals using simulations. We outlined the steps in procedural video production and developed a checklist of quality elements. These steps and the checklist can guide a clinician educator in creating a quality video while recognizing the time, technical, and cognitive requirements.

Teachers as Creators of Digital Multimedia Learning Materials: Are they Aligned with Multimedia Learning Principles

Teachers as Creators of Digital Multimedia Learning Materials: Are they Aligned with Multimedia Learning Principles

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.

How to Arrange Texts and Pictures for Online Visitors — Comparing Basic Ceramic Display Forms with Eye Tracking

In the context of online text–picture relic exhibitions, two exploratory experiments were conducted to investigate the role of integrated/separate display, background information, and annotation type in learning tangible heritage. Using ceramics as an example, we tracked the eye movement of subjects under different display forms and tested whether they obtained the relevant information. Experiment 1 (N = 48) adopted a 2 (integrated/separate display) × 2 (with/without background information) design and Experiment 2 (N = 93) investigated distinct types of annotation (no annotation, indicative/direct/picture/contour shape annotation). We found that the following. (1) In the segmented relic display, the usage time, fixation count, and total fixation duration of relic names were lower than those in the integrated case. The probability that subjects would learn comparatively was also lower in the separate display. However, the performance on retention or transfer tests did not differ depending on the integrated/separate display. After reading the background information, subjects paid less attention to relic names but had better knowledge transfer performance. (2) The viewers’ attention allocation to the materials was not significantly influenced by the annotations. Mere visual annotations did not provide an advantage for information acquisition. By contrast, indicative verbal annotation required relatively more time for better target information memory, and the direct verbal cue consumed the least time. Based on the results, we discussed the application scenario of multimedia learning principles and potential recommendations for designing online relic displays.

Designing Effective and Powerful Educational Videos by Applying Mayer's Principles of Multimedia Learning

No abstract available

The Teaching English on TikTok: Content Analysis Based on Cognitive Theory of Multimedia Learning

TikTok has been used as a learning tool and effectively improved students’ knowledge and skills, particularly in language learning. However, the educational content on TikTok may not be compatible with the Cognitive Theory of Multimedia Learning (CTML) principles that could reduce cognitive loads in multimedia learning. This research investigated the use of CTML principles, as well as the use of its features on the videos from one of the popular English Teaching channels on TikTok, @englishvit in order to contribute to educational knowledge about teaching practices with social media technologies. The researchers analyzed 40 out of 175 videos from @englishvit using content analysis through decontextualization, recontextualization, categorization and compilation. This study found that @englishvit’s TikTok videos are compatible with at least three principles of CTML, and some TikTok features could increase the compatibility or violate the CTML principles. These results recommended that teachers in digital education should improve the quality of the learning experience for students by applying principles of CTML and utilizing technology.

Content Analysis of an Educational YouTube Channel for Secondary School Students in Terms of Design and Program Elements

This study employed a qualitative research methodology to examine the design features and program elements utilized in the videos of a popular educational YouTube channel called “Basfi ile Deneysel Bilim” (Experimental Science with Basfi). The primary objective was to identify these features and elements by analysing the top ten videos on the channel, based on view counts, likes, and comments. Data collection was conducted using a thematic analysis matrix as the instrument. During the initial phase of data analysis, a descriptive examination of the videos was performed in terms of Mayer’s principles of multimedia learning. Subsequently, content analysis was conducted to analyse the program elements present in the videos. The findings of this research revealed that the educational videos on the YouTube channel partially adhered to Mayer’s multimedia design principles and incorporated some program elements. Therefore, it is recommended that multimedia design principles and program elements be taken into account when creating educational content for YouTube. Additionally, it is suggested that elements tailored to the nature of the YouTube platform should be included. Finally, the study provides recommendations to content developers regarding factors to consider in video production. This research holds significance for individuals involved in producing educational content for YouTube, as well as researchers working in the domains of content production processes and content design.

Evaluation of 10 Popular Very Young Learner Videos on YouTube

This study aimed to evaluate the effectiveness of 10 popular very young learner (VYL) videos on YouTube. The purpose of the study was to investigate the suitability of these videos for children aged 2-6 years in terms of their educational content, visual and auditory quality, and engagement value. Content analysis was used to analyze the videos. A total of 2 raters were conducted content analysis for the study. They were asked to rate each video on a rubric. The study concludes that careful consideration must be given when selecting videos for VYLs, as their effectiveness depends on several factors, such as age appropriateness, educational content, and visual and auditory quality. The results show that most YouTuber videos used multimedia learning principles effectively in their videos, with varying degrees of success.

Virtual reality assisted engineering education: A multimedia learning perspective

Virtual Reality (VR) is a powerful technology that can enhance engineering education by providing immersive and interactive learning experiences. However, many VR studies in engineering education lack a clear theoretical or pedagogical framework to guide their design and evaluation. This scoping review analyzes 51 studies on VR-assisted engineering education and reveals the trends and gaps in the current research. We argue that engineering VR studies should be informed by theories of learning and instruction that address the cognitive and socio-cognitive aspects of learning. We also suggest that VR-assisted engineering education research should incorporate multimedia design and pedagogical principles to optimize the effectiveness of VR applications. Our perspective aims to inspire engineering educators, practitioners, and instructional designers to develop VR contents and formulate VR research imperatives grounded in sound educational theories and multimedia learning principles.

A Multimedia Evaluation of Pharmacy Faculty PowerPoint Slides in a Critical Care Course

ObjectivesTo conduct a pilot investigation about the alignment between didactic multimedia materials utilized by pharmacy faculty, with Mayer's Principles for Multimedia Learning and faculty characteristics associated with greater alignment. MethodsAn investigatory systematic process was used which included a modified Learning Object Review Instrument (LORI) to evaluate the faculty video-recorded lectures for alignment with Mayer’s Principles of Multimedia Learning, hence capturing the number and type of misalignments. Correlations were performed to evaluate the association between faculty characteristics; and ratings and proportions of misalignments. ResultsFive hundred fifty-five PowerPoint slides of 13 lectures from 13 faculty members were reviewed. The average (SD) LORI score per slide was 4.44 (0.84) out of 5 with an average score per lecture ranging from 3.83 (0.96) to 4.95 (0.53). Across all lecture slides, misalignments with multimedia principles were captured in 20.2% of slides. For each lecture, the average percentage of misalignments was 27.6% ranging from 0% to 49%. Principal misalignments included violation of the principles of coherence (66.1%), signaling (15.2%), and segmenting (8%). No faculty characteristics were significantly associated with LORI ratings or proportion of misalignments within lectures. ConclusionsFaculty had high LORI ratings for their multimedia material but these varied significantly between lectures. Misalignments with multimedia principles were identified and were related primarily to extraneous processing. These misalignments, when addressed, have the potential to improve learning, thus suggesting an opportunity for the faculty to develop ways to optimize multimedia educational delivery. Future investigation is needed to clarify how clinical pharmacy faculty can develop multimedia material and the impact of faculty development on the application of multimedia principles and learning outcomes.

Creation of an asynchronous faculty development curriculum on well-written narrative assessments that avoid bias

BackgroundThe COVID-19 pandemic in parallel with concerns about bias in grading resulted in many medical schools adopting pass/fail clinical grading and relying solely on narrative assessments. However, narratives often contain bias and lack specificity. The purpose of this project was to develop asynchronous faculty development to rapidly educate/re-educate > 2000 clinical faculty spread across geographic sites and clinical disciplines on components of a well-written narrative and methods to minimize bias in the assessment of students.MethodsWe describe creation, implementation, and pilot data outcomes for an asynchronous faculty development curriculum created by a committee of volunteer learners and faculty. After reviewing the literature on the presence and impact of bias in clinical rotations and ways to mitigate bias in written narrative assessments, the committee developed a web-based curriculum using multimedia learning theory and principles of adult learning. Just-in-time supplemental materials accompanied the curriculum. The Dean added completion of the module by 90% of clinical faculty to the department chairperson’s annual education metric.Module completion was tracked in a learning management system, including time spent in the module and the answer to a single text entry question about intended changes in behavior. Thematic analysis of the text entry question with grounded theory and inductive processing was used to define themes of how faculty anticipate future teaching and assessment as a result of this curricula.OutcomesBetween January 1, 2021, and December 1, 2021, 2166 individuals completed the online module; 1820 spent between 5 and 90 min on the module, with a median time of 17 min and an average time of 20.2 min. 15/16 clinical departments achieved completion by 90% or more faculty. Major themes included: changing the wording of future narratives, changing content in future narratives, and focusing on efforts to change how faculty teach and lead teams, including efforts to minimize bias.ConclusionsWe developed a faculty development curriculum on mitigating bias in written narratives with high rates of faculty participation. Inclusion of this module as part of the chair’s education performance metric likely impacted participation. Nevertheless, time spent in the module suggests that faculty engaged with the material. Other institutions could easily adapt this curriculum with provided materials.

Efficacy of digital picture book enhancements grounded in multimedia learning principles: Dependent on age?

We designed an experiment with stratified randomization to investigate the effects of visual and auditory enhancements in digital picture books on comprehension and incidental word learning. Participants were 183 children aged 3, 4, and 5 years (81 girls and 102 boys) from childcare centers and schools in the Southwest USA. We contrasted the still-image condition (an onscreen picture book with a voice-over reading the narrative aloud) with three enhanced conditions: a digital book that included auditory and visual enhancements, only auditory enhancement, or only visual enhancement. All participants watched and listened thrice to the researcher-assigned digital picture book version within three weeks. The posttests assessed children's story comprehension and book-based vocabulary. The visual and auditory enhancements benefited children's story comprehension and book-based vocabulary. However, a version with auditory and visual enhancements was less beneficial for comprehension than versions with single (auditory or visual) enhancements, particularly in the youngest group.

Learner Engagement with YouTube Videos in Informal Online Learning: An Investigation of the Effects of Segmenting, Signaling, and Weeding

Millions of educational videos available on YouTube offer unprecedented opportunities for online learning. As it invites open-ended and self-paced exploration of almost any topic, YouTube has emerged as an important platform for informal online learning that occurs outside the formal classroom. A considerable number of studies have been directed toward YouTube educational videos. However, research on learner engagement with YouTube educational videos is limited, despite the central role of engagement in learning and the increasing popularity of YouTube videos in informal online learning. This paper addresses this research gap. We adopt the conceptualization that learner engagement has three dimensions – behavioral, emotional, and cognitive - and investigate how the features of segmenting, signaling, and weeding (SSW), the three multimedia learning principles, in YouTube educational video presentations collectively affect learner engagement in informal online learning. Our analysis shows that different SSW features have various associations with the three dimensions of learner engagement. These findings substantiate the empirical knowledge of learner engagement with YouTube educational videos. Our study corroborates extant video engagement research and extends its relevance to informal learning on social media. It also informs video designers and developers on adding video presentation features to optimize video engagement on social media.

Applying Multimedia Learning Principles in Task Design: Examination of Comprehension Development in L2 Listening Instruction

Applying Multimedia Learning Principles in Task Design: Examination of Comprehension Development in L2 Listening Instruction

Immersive Technologies in Physical Education in Malaysia for Students with Learning Disabilities

Physical education (PE) is a compulsory subject in schools that is vital to ensure students stay healthy and fit. It is widely agreed that everyone should have access to education, regardless of physical limitations. However, there is an ongoing debate on how PE has been taught and used to benefit students with learning disabilities (SLD). SLDs may feel excluded from PE due to lack of support systems, low motivation, and unsuitable learning materials. This paper discusses the development of an app that applies immersive technologies to make PE accessible to SLDs. Virtual reality and augmented reality are immersive technologies in which the user can view virtual media to understand objects in the real world. With these technologies, students can freely control their learning progress and choose the content critical to them based on their circumstances, enabling instruction based on their ability. Optimal Motor Learning Theory and Cognitive Theory of Multimedia Learning (CTML) were used to develop the app. The first phase of this two-stage research process involved creating a VR app and getting feedback from the students who used it. Interviews of students who used the VR trainer and secondary data were used to inform the development of an AR book. The authors found that by combining suitable immersive technologies with motor learning theory and multimedia learning principles, appropriate learning material could be created that facilitates the PE learning process.

Improving procedural skills acquisition of students during medical device training: experiments on e-Learning vs. e-Learning with hands-on

In the context of medical device training, e-Learning can address problems like unstandardized content and different learning paces. However, staff and students value hands-on activities during medical device training. In a blended learning approach, we examined whether using a syringe pump while conducting an e-Learning program improves the procedural skills needed to operate the pump compared to using the e-Learning program only. In two experiments, the e-Learning only group learned using only the e-Learning program. The e-Learning + hands-on group was instructed to use a syringe pump during the e-Learning to repeat the presented content (section “Experiment 1”) or to alternate between learning on the e-Learning program and applying the learned content using the pump (section “Experiment 2”). We conducted a skills test, a knowledge test, and assessed confidence in using the pump immediately after learning and two weeks later. Simply repeating the content (section “Experiment 1”) did not improve performance of e-Learning + hands-on compared with e-Learning only. The instructed learning process (section “Experiment 1”) resulted in significantly better skills test performance for e-Learning + hands-on compared to the e-Learning only. Only a structured learning process based on multi-media learning principles and memory research improved procedural skills in relation to operating a medical device.

THE MERLIN PROJECT: MALAYSIAN STUDENTS’ ACCEPTANCE OF AN AI CHATBOT IN THEIR LEARNING PROCESS

The COVID-19 pandemic has accelerated the educational landscape of institutions of higher education, which were predominantly face-to-face. In Malaysia, many universities converted their courses into online courses to keep up with the challenges of working from home during the pandemic, using web technologies and blended learning approaches. However, there are challenges in ensuring students’ attention and retention rates are maintained and enough support and scaffolding are provided to them when they are learning online. As such, the MERLIN Project was undertaken to develop a virtual learning assistant that would provide online support to students outside of their online classes. The project used Artificial Intelligence (AI) technology with Natural Language Processing (NLP) features to develop a chatbot that simulated human-like conversation between chatbot and students. Content in the learning environment was media-rich and mapped to Mayer’s 12 Multimedia Learning Principles. Data from 102 students was collected to gauge their perceptions and feedback. Results showed that students found the chatbot to be helpful in their learning process and improved their understanding of the course material. A conceptual learning framework for the use of AI chatbots as learning assistants is proposed to improve students’ online learning experiences in the new normal.

Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System.

Self-regulated learning (SRL) is critical for learning across tasks, domains, and contexts. Despite its importance, research shows that not all learners are equally skilled at accurately and dynamically monitoring and regulating their self-regulatory processes. Therefore, learning technologies, such as intelligent tutoring systems (ITSs), have been designed to measure and foster SRL. This paper presents an overview of over 10 years of research on SRL with MetaTutor, a hypermedia-based ITS designed to scaffold college students’ SRL while they learn about the human circulatory system. MetaTutor’s architecture and instructional features are designed based on models of SRL, empirical evidence on human and computerized tutoring principles of multimedia learning, Artificial Intelligence (AI) in educational systems for metacognition and SRL, and research on SRL from our team and that of other researchers. We present MetaTutor followed by a synthesis of key research findings on the effectiveness of various versions of the system (e.g., adaptive scaffolding vs. no scaffolding of self-regulatory behavior) on learning outcomes. First, we focus on findings from self-reports, learning outcomes, and multimodal data (e.g., log files, eye tracking, facial expressions of emotion, screen recordings) and their contributions to our understanding of SRL with an ITS. Second, we elaborate on the role of embedded pedagogical agents (PAs) as external regulators designed to scaffold learners’ cognitive and metacognitive SRL strategy use. Third, we highlight and elaborate on the contributions of multimodal data in measuring and understanding the role of cognitive, affective, metacognitive, and motivational (CAMM) processes. Additionally, we unpack some of the challenges these data pose for designing real-time instructional interventions that scaffold SRL. Fourth, we present existing theoretical, methodological, and analytical challenges and briefly discuss lessons learned and open challenges.