Multimedia for Learning

What is Multimedia Learning?

Multimedia learning means learning from words and pictures. It was developed by Richard E Mayer, an American educational psychologist. The hypothesis from the book Multimedia learning stated that people learn more effectively from both words and pictures than just words (Mayer, 2009). In this matter, words consist of written text, spoken text, and even verbal lecture. Pictures are divided into static (illustration and graphic) and dynamic (video and animation). The use of words and images in teaching materials is intended to enhance learning.

We perhaps assume this concept is only intended for course developers, instructional designers, and professionals in education technology. However, since the teacher or tutor directly prepares the lesson for online teaching, having this knowledge and developing a material presentation for on-screen views is paramount, whether teaching child learners, secondary education, or even classes with adult students. 

The fundamental theory for multimedia learning is the cognitive theory of multimedia learning. This theory claims there are dual channels when absorbing information: the visual and audio channels. A visual channel is a transmission to process the information (lesson) formed in illustration, printed words, and video. While auditory channels bring the communication created in spoken words, the narration is to be processed in there. Referring to this theory, the student can receive the information and absorb it through dual channels to process it. In teaching, if the information delivered is overabundant, the student will experience cognitive overload. 

It has been a couple of years since the global pandemic struck the world of learning. Our education systems had to be modified overnight. Schools changed the instruction to online classrooms. Teachers, tutors and school staff had to adjust their teaching methods and materials for the delivery of virtual sessions. Minimum requirements like having a stable internet connection and basic internet skills quickly became apparent.

One of the primary skill requirements for the teacher and tutor in online education is designing teaching slides for lesson delivery. This seemingly simple task requires an understanding of psychological principles such as cognitive load theory. The materials like textbooks, either e-book versions or PDF files, are sometimes delivered with too much information in a cluttered style. We sometimes designs slide presentations with unnecessary and inappropriate illustrations which don't add any value to the learning process. We often possess the knowledge about creating the teaching slide but are not sure what impact the pictures, text, audio, and animation have on students' assimilation. In view of this, teachers need to understand how to create a material presentation for online teaching and courses with the approach of multimedia learning principles. This guide will unpick these principles and apply them to the world of online learning.

In Mayers' book Multimedia Learning- Second Edition, published in 2009, he explained some related research on multimedia principles.

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Mayer's Multimedia Principles to Improve Learning 

1. Coherence Principle

This principle highlights that students have better learning when excess material is eliminated. Remove extra information and simply put essential content to deliver your message. Even if the words or pictures are interesting yet extraneous, remove them from your teaching slides.

 2. Signalling Principle

Students learn better when the presented material with essential information is highlighted. For example, the teacher can use contrast and highlight colour, underline the text, or use arrows to point to the core of the message. Signaling helps the student narrow down and focus on the message that the teacher wants to deliver. This supports better attention and reduces distractions. 

3. Redundancy Principle

This principle emphasises graphics rather than narration and texts. On a teaching slide, using either a video and only voiceover or video is more effective than using video, text, and voice narration at the same time, which would be redundant and trigger cognitive overload. This approach particularly benefits students with SEND who may struggle with processing multiple information streams simultaneously. 

4. Spatial Contiguity Principle

Perhaps this is the common knowledge we have when creating teaching material. This principle underlines the standing of the distance between visuals and text. Designing the illustration close to the text is better than separating them. So, no need for students to scroll their eyes through the screen. 

5. Temporal Contiguity Principle

This principle refers to using illustration and text simultaneously, not delivered in different sessions. If text and graphics are presented on different pages or slides, the student should recall the previous one and try to process the new sessions, which would lead to cognitive overload. Proper timing also supports student engagement by maintaining flow and understanding.

6. Segmenting Principle

Presenting information without pausing and sorting them out in segmented sessions is not suggested for this principle. As if putting ourselves in the student's shoes, watching the nonstop teaching with much material would be draining and overwhelming. Give students control over how quickly new information is presented.

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More of Mayer's Multimedia Principles 

1. Pre-training Principle

In a topic that needs specific knowledge, the student learns better when they already know the names and characteristics of essential concepts. For example, before teaching the water cycle, the teacher ensures students know what evaporation, condensation, and precipitation are. Pre-training equips students with the foundational knowledge, enabling them to engage with new material more effectively.

1. Modality Principle

Learners will learn better from graphics and narration than graphics and on-screen text. This builds on the redundancy principle. Listening to the narration while looking at the picture, rather than reading the text, would be easier to process. This can be particularly helpful for students who have difficulty reading or processing written information. By using audio narration, you can reduce the cognitive load on these students, allowing them to focus on understanding the concepts being present ed.

1. Multimedia Principle

Students learn better from words and pictures than from words alone. Visual aids and illustrations can help students understand complex concepts more easily. For example, instead of just describing the different parts of a cell, the teacher can show a diagram of a cell and point out each part as they explain it.

1. Personalisation Principle

Students learn better when the words used are in conversational style rather than formal style. This means using a more relaxed and friendly tone, as if the teacher were talking to the student directly. For example, instead of saying "The student should be able to identify the key components of the system", the teacher could say "You'll be able to spot the key parts of the system". Using a conversational style helps create a more engaging and relatable learning experience for students.

1. Voice Principle

Students learn better when the narration is spoken in a friendly human voice rather than a machine voice. Using a human voice helps to create a sense of connection and trust between the teacher and the student. This can lead to increased engagement and motivation, as students are more likely to pay attention and learn from someone they feel connected to. This is particularly useful in online learning environments, where students may feel isolated or disconnected from their teacher.

1. Image Principle

It is not advisable to put the teacher's image on the screen, because students do not necessarily learn better when the speaker's image is added to the screen. Rather than distract students with an unnecessary picture, it is better to focus on the essential content. This reduces the amount of visual information students have to process, freeing up cognitive resources for learning.

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Practical Application for Teachers

So how can you use these principles? Start by reviewing your existing teaching materials. Are there areas where you can reduce extraneous information, highlight key concepts, or incorporate more visuals? Think about how you can segment complex topics into smaller, more manageable chunks. Consider adding narration to your slides, using a friendly, conversational tone. By applying these principles, you can create a more engaging and effective learning experience for your students, whether you're teaching in person or online.

Remember, the goal is to present information and to help students understand and retain it. By using multimedia principles, you can create a learning environment that is both stimulating and effective.

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Further Reading

• Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85, 139.
• Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educat ional Psychologist, 38(1), 43, 52.
• Ginns, P. (2005). Integrating information: A meta-analysis of the spatial contiguity and temporal co ntiguity effects. Educational Psychology Review, 17(2), 99, 113.
• Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Edu cational Psychology Review, 22(2), 123, 138.