Applying the Multimedia Principle
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The document discusses the multimedia principle, emphasizing the importance of combining words and graphics to enhance learning by engaging multiple cognitive processes. It outlines various types of graphics and their educational applications, demonstrating how visuals can facilitate both information acquisition and knowledge construction. Additionally, it highlights the effectiveness of multimedia learning for novices and the considerations for using static versus animated illustrations.
![GRAPHICS CAN ALSO …
• Be Topic Organizers – when graphics “serve an organizational function by showing
relationships among topics in a lesson” (p. 77).
• Show Relationships – “In the form of dynamic and static graphs [graphics] can make
invisible phenomena visible and show relationships” (p. 78).
• Be Lesson Interfaces – “Courses designed using a guided discover approach often use
a graphical interface as a backdrop to present case studies” (p. 78).
(Clark & Mayer, 2011)](https://image.slidesharecdn.com/aced8450-chapter4ppt-151208213047-lva1-app6892/85/Applying-the-Multimedia-Principle-12-320.jpg)
Applying the Multimedia Principle
- 1. CHAPTER 4 APPLYING THE MULTIMEDIA PRINCIPLE JACQUELYN D. BRUMBELOW, DOREA M. HARDY, KAREN R. PAULINO
- 2. AGENDA: Do Visuals Make a Difference? Multimedia Principle: Include Both Words & Graphics Some Ways to Use Graphics to Promote Learning Psychological Reasons for the Multimedia Principle Evidence for Using Words & Pictures The Multimedia Principle Works Best for Novices Should You Change Static Illustrations into Animations?
- 3. DO VISUALS MAKE A DIFFERENCE? Based on Cognitive Theory of Multimedia Learning and other research evidence, we need all cognitive processes (dual channel, limited capacity, active processing principles) for meaningful learning Adapted from Mayer, 2005
- 4. Words (printed, spoken) Quick and Inexpensive Words + visuals (static, animated) Takes longer, cost more WHICH DESIGN IS MORE EFFECTIVE?
- 5. MULTIMEDIA PRINCIPLE: INCLUDING BOTH WORDS & GRAPHICS People are more likely to understand material when they can engage in all cognitive processes – selecting words and images, organizing them, and integrating them with existing knowledge. Clark & Mayer, 2011
- 6. WORDS Printed text: words printed on the screen (read) Spoken text: words presented as speech (listen) MULTIMEDIA Words + Graphics GRAPHICS Static illustrations: drawing, charts, maps, photos Dynamic graphics: animation, video Dual Channels Principle – learners have separate channels that process verbal and pictorial material Visuals – support psychological engagement in absence of behavioral activity (Engagement Matrix)
- 7. Covert with visual + words EXAMPLE: EXCEL TRAINING COURSE • Engaging Learner in Relevant Cognitive Processing • Attention to relevant material in lesson • Mental organization of material into coherent cognitive representation • Mental integration of material with existing knowledge
- 8. SELECT GRAPHICS THAT SUPPORT LEARNING Some simple tire pumps have the inlet valve on the piston and the outlet valve at the closed end of the cylinder. A bicycle tire pump has a piston that moves up and down. Air enters the pump near the point where the connecting rod passes through the cylinder. As the rod is pulled out, airs passes through the piston and fills area between the piston and the outlet valve. As the rod is pulled in, the piston forces air through the outlet valve. Decorative Graphics Adds aesthetic appeal or for humor For riders above 180 lbs, inflate to maximum pressure indicatedon tire sidewall. For riders below 110 lbs, inflate to minimum pressure indicatedon tire sidewall. Relational Graphics Show quantitative relationships among content Representational Graphics Illustrate appearance of an object Bicycle Tire Pump Fig. 1
- 9. Organizational Graphics Depict the relations among elements Transformational Graphics Depict changes in an object over time Interpretive Graphics Illustrate invisible relationships Parts of a bicycle Video: How to fix a flat tire How to use a patch kit to repair a tube. Also demonstrates how to remove and install a tire. PLAY
- 10. GRAPHICS TO TEACH CONTENT TYPES Facts Unique & Isolated information such as specific application screens, forms, or product data Useful Graphic Type: Representational, Organizational Concepts Categories of objects, events, or symbols designated by a single name Useful Graphic Type: Representational, Organizational, Interpretive Process A description of how something works Useful Graphic Type: Transformational, Interpretive, Relational
- 11. GRAPHICS TO TEACH CONTENT TYPES Procedure A series of steps resulting in completion of a task. Useful Graphic Type: Transformational Principle Guidelines that result in completion of a task; cause-and-effect relationships Useful Graphic Type: Transformational, Interpretive
- 12. GRAPHICS CAN ALSO … • Be Topic Organizers – when graphics “serve an organizational function by showing relationships among topics in a lesson” (p. 77). • Show Relationships – “In the form of dynamic and static graphs [graphics] can make invisible phenomena visible and show relationships” (p. 78). • Be Lesson Interfaces – “Courses designed using a guided discover approach often use a graphical interface as a backdrop to present case studies” (p. 78). (Clark & Mayer, 2011)
- 13. PSYCHOLOGICAL REASONS Information Acquisition • Teaching = presenting information • Learning = acquiring information • Format of information unimportant Knowledge Construction • Teaching = fostering appropriate cognitive processing • Learning = process of active sense- making • Words + Graphics = engagement and active learning
- 14. EXAMPLE: INFORMATION ACQUISITION • Waltz - Box Step (Male) 1. Bring feet together 2. Step forwards with left foot 3. Step to right side with right foot 4. Bring feet together 5. Step backwards with right foot 6. Step to left side with left foot 7. Bring feet together 8. To continue redo process from start Source: http://en.wikipedia.org/wiki/Box_Step#Box_Step_in_Waltz
- 15. EXAMPLE: KNOWLEDGE CONSTRUCTION • Waltz - Box Step (Male) 1. Bring feet together 2. Step forwards with left foot 3. Step to right side with right foot 4. Bring feet together 5. Step backwards with right foot 6. Step to left side with left foot 7. Bring feet together 8. To continue redo process from start Source: http://en.wikipedia.org/wiki/Box_Step#Box_Step_in_Waltz "RumbaBasicBoxStep" by AaronOReilly - Own work. Licensed under CC BY 3.0 via Wikimedia Commons – http://commons.wikimedia.org/wiki/File:RumbaBasicBoxStep.JPG#mediaviewer/File:RumbaBasicBoxStep.JPG
- 16. EVIDENCE FOR USING WORDS & PICTURES • The multimedia effect "People learn more deeply from words and graphics than words alone." (p. 81) • Multimedia Principle can apply to: • Computer-based simulations and games • Organizational Visuals • Video Examples
- 17. MULTIMEDIA AND THE NOVICE • Novices learn better from text and illustration • supported by knowledge construction • Experienced learners are able to create mental images • can learn from either primarily text or pictures • don't benefit from both
- 18. STATIC ILLUSTRATIONS VS ANIMATIONS • Evidence supports using static illustration when: • animating the illustration as part of the learning process • doesn't overload learner • Animations are helpful when: • procedural learning • motor skills • reveal or showing a phenomenon
- 19. TEST YOURSELF
- 20. GRAPHICS AND TEXT ARE NECESSARY TO FACILITATE LEARNING WHEN YOU ARE VERY EXPERIENCED WITH THE CONTENT? • TRUE • FALSE
- 21. THE FINDING KNOWN AS THE MULTIMEDIA EFFECT: A. Suggests that people learn more deeply words alone than from words and graphics combined. B. Applies to computer-based simulations. C. Applies to organizational visuals. D. Applies to video examples.
- 22. ATTEMPTING TO FOSTER APPROPRIATE COGNITIVE PROCESSING IN THE LEARNER IS USING WHAT APPROACH TO EDUCATION? A. Response Strengthening B. Information Acquisition C. Knowledge Construction
Editor's Notes
- #4: In this chapter, we will be exploring Mayer’s cognitive theory of multimedia learning and other research evidence that state all cognitive processes are needed for meaningful learning.
- #5: Take a quick look at these two examples where the topic is in the lesson is “The Water Cycle”. In top image, as you can see, it is all text. And yes, when training, using text is fast and inexpensive. The image at the bottom is different. It has a combination of text and graphic, and we know that including graphics takes longer and cost more. Which do you find to be more effective or will lead to deeper learning?
- #6: The goal of effective instruction is not only to present information but also to encourage the learner to engage in appropriate cognitive processing during learning. Multimedia does exactly that – it enables the learner to engage in all those processes, because it contains both words and graphics.
- #7: What the multimedia principle does is combine both of these, words and graphics. Learners have separate channels where they process verbal and pictorial material and as teachers, we should do everything to leverage both those channels in a manner that enable the learner to make sense of the material (Clark & Mayer, 2011). Engagement Matrix (Clark & Mayer, 2011, p. 16)
- #8: In the image on the left, we can see where this violates the multimedia principle since it is all words. For more effective and for meaningful learning to occur, we recommend the multimedia principle on the right, which combines visuals and words. Using the screen capture to show where the Formulas tab is located, is much more effective than explaining it all in words. In this way, the learner will pay attention to relevant material, mentally organize the material into a coherent cognitive representation, and integrate this new material with his or her existing knowledge.
- #9: It is okay to include graphics in your lesson; however, not all kinds of graphics are equally helpful. The lesson, “How a bicycle tire pump works” is used to illustrate the 6 types of graphics. The first three are: Decorative graphics – these decorate the page without really enhancing the message of the lesson. Representational graphics – these illustrate the appearance of an object. Relational graphic – these portray quantitative relationship among two or more variables, which are the rider’s weight and air pressure.
- #10: (4) Organizational graphics - these depict the relations among elements or show qualitative relationships. (5) Transformational graphics – the video shows the learner how to fix a flat tire from beginning to the end (6) Interpretive graphics – these help to make those connections that are not readily visible. It is recommended that you incorporate more of those types of graphics that help the learner understand or organize the material, and less of those that just decorate or simply represent an object. No matter what media elements we use to deliver our lessons, all learning requires engagement. “Relevant visuals are one powerful method to support psychological engagement in the absence of behavioral activity” and that’s because when combined with text, has proven to foster a deeper cognitive processing in learners (Clark & Mayer, 2011) .
- #11: pg 75 - Table 4.2
- #12: pg 75 - Table 4.2
- #14: According to our text, language is possibly one of the greatest inventions (p. 78). Words allow humans to convey information, and as such an effective means means, words have become the default means of instruction. This is described as information acquisition. Our authors argue, however, that knowledge construction is much more effective. This is when instructors take a fostering approach to creating cognitive processing in the learner. Learners go from merely acquiring information to a process of actively attempting to make sense of what is being presented to them. This process is more likely to be achieved when lessons are developed with both words and corresponding pictures.
- #15: In this example, we have step-by-step instructions written out in textual form. These instructions describe the male's point of view as he dances the basic Box Step in the Waltz.
- #16: In this example we have the same steps as in the previous example , but this time we have a graphic that accompanies the text. Notice how much easier it is to visualize where your feet go as you follow the numbers and arrows on the graphic that correspond with the numbers in the steps on the left.
- #17: Studies have shown that between 55% - 121% more correct solutions to problems from people who have learned from text and graphics versus text alone. Studies have proven that the multimedia principle can be applied to computer-based simulations and games. It can also apply to organizational visuals, such as the utilization of charts that can summarize the textual information into a spatial form. Video examples following a reading lesson have also been proven to be more effective than text-based descriptions of the examples.
- #18: The psychology in the text supports that novices benefit from pictures because they need help constructing the mental images for more active learning and processing of the information. Learners who are experienced in the area can create their own mental images and therefore don't benefit as much when both pictures and text is presented. Therefore when developing lesson plans, you should consider your audience and determine their previous knowledge. If you have experienced learners consider using just text or just graphics as not to overload them or detract from content
- #19: Static illustrations allow the learner to animate the timeline...again causing the learner to engage actively in the process Animations can be helpful to display or perform motor skills or to distort reality for example time lapse to see a flower bloom
- #21: Answer: False - Evidence shows that for Experienced learners they will learn from mainly text or mainly graphics but there is not strong benefit to include both. Refer to page 83 to read more about this topic.
- #22: Answer: B, C, & D. Refer to pages 81 & 82 for more information.
- #23: Answer: C Refer to page 34 (Table 2.1) and pages 78-79 for more information.