what is multimedia?

combination of text and pictures

any medium

words printed or spoken images still or dynamic

multimedia learning = build rich mental understanding from that (cognitive view)

multimedia instruction = presenting words and pictures with goal of fostering learning

examples:

lecture is multi media learning because it combines pictures (aka the slides) with words (printed on slides + spoken). actually, i think it’s an example of multimedia instruction, not /learning/.

multimedia learning theories

monolearning = one source of info (only words or pictures) multimedia = multiple sources (seeing + hearing)

multiple streams is special due to cognitive processing

visual and audio is processed in distinct channels/tracks integrating later on

working memory is very limited (clt) so limit on amount of elements in memory

integration -> stored in ltm

however: older theories focus on only remembering factual info but learning is constructing rich mental model. (integrated with what you already know)

clt -> instruction ineffective because overload

extr. load -> mem allocated to processes irrelevant to learning (aka bad design) instr. load -> mem imposed by complexity of the task germane load -> mem allocated to processed relevant to learning

intrinsic load too little, bad bc no learning. instrinsic load too much, bad bc overload.

so optimized if working on tasks just out of reach.

how to create germane load??

testing effect (prc. test) activate schemas from ltm ^enriches schemas

select relevant from senses (attention) make sense from in working mem (two models: verbal and pictorial) integrate with prior schemas from ltm store in ltm again

Mayer’s CLT of multi media learning:

CLT and CTML can be used interchangebly

avoid split attention: design in a way that visual distance is small (searching wastes mem capacity)

include two modalities: prefer audio+visual over visual+visual (so picture + spoken word is better than picture + written word) because otherwise we overload one modality and underutilize the other (you can see it as parallism vs sequentialism) using multiple modalities effectively increases capacity

avoid redundancy: do not use written text that is also read by the lecturer (conflict in attention)

avoid seductive details: increases extraneous load, which is bad

include visual signals/cues: unclear what instruction refers to, leading to visual search (which wastes mem capacity) use arrows, colors, point at it etc.

chunking/segmenting: problem with long -> capacity and attention-span is limited learners get tired audio is transient (big problem in live-lecture, because cannot playback) attention is gone -> cannot remember more solution: provide controls (playback etc.)

make instructor visible: instructor should be visible and interact with material (instructor presence reduces cognitive load + motivation benefits) not always better tho: some studies fail to replicate effect

use multimedia for procedural tasks: video is better over static pictures for things with movement

encourage movement: using movement for students is helpful (easiest example: math) using movement for teachers makes material more clear

provide demostrations in pov: because in 3rd person requires learner to mentally rotate/flip the information (wastes working mem capacity)

camera perspective: frontal is better than sideways/lateral probs because otherwise students don’t feel addressed

example-based learning: beginners get overload from having to figure out themselves (= practise learning) video example or worked example is better example:practise ration? EEEE and PPPP both bad. novices: EPEP best; EEEE and PEPE after. (because novices do not learn anything from that first P) BUT: advance learners need more, and more complex, practise.

encourage tracing: use finger. reduces working mem load, because you do not have to keep track

break time: yay

generative learning strategies: passively processing does not lead to lasting learning

instructor age: adult instructors lead to more learning (all other variables the same) probably due to perception of expertise

show the process: drawing something live is better than pre-drawn gives more insight full drawing at the start can be distracting building up might prevent split attention search

“mayer principles” social cues in instruction -> social reply -> increase processing (germane load) human voice > machine voice personalized/informal message > formal explanation (also bc boring) eye-contact, expression

BUT TAKEAWAYS:

^^tips are robust, should never hinder learning (but might not always 100% work)

long-term effects not sufficiently tested ex: redundant information is ignored after a time

this does not focus on srl, attention, and motivation