There is a growing body of research exploring what makes multimedia effective. Below, are some of the most important principles of multimedia learning and what the research says aboutand how they contribute to student learning.
Words and pictures are better than words alone.
The fundamental principle behind multimedia learning is best described by Richard Mayer (2005), one of the leading researchers in this area: ―People learn better from words and pictures than from words alone.‖ In this context, words include written and spoken text, and pictures include static graphic images, animation and video. That using both words and pictures is more effective than words alone should not be surprising in light of what we know about how the brain processes information. Research tells us that the use of both words and pictures lets the brain process more information in working memory (Sweller, 2005). Extending this basic principle, Mayer (2005) and his colleagues tell us that narration and video is much more effective than narration and text. Similarly, narration and video appear to be more effective than narration, video and text. Narration and text rely on the same channel to process information (Baddelley, 1999). It seems that text heavy multimedia presentations may be less effective than those that rely on narration. Recall that for learning to take place, information from working memory must successfully make its way to long term memory. By using multiple channels of working memory, multimedia content can increase the likelihood that information will be effectively integrated into long term memory and not lost. For example, a narrated animation that balances the presentation of content between the animation and the narration (and keeps the amount of text to a minimum) is more likely to be effective.
REFERENCES:
Mayer, R.E. (2005) The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
Chandler, P,andSweller, J. (1991). Cognitive load theory and the format of instruction.Cognition and Instruction, 8, pp.293-332.
Baddeley, A. (1999) Human memory.Boston: Allyn and Bacon.
By: EMMANDA C. CRUZ | Teacher II | Carbon Elementary School | Limay District | Limay, Bataan
