Multimedia learning: Are we asking the right questions?

How can we help students to understand scientific explanations of cause-and-effect systems, such as how a pump works, how the human respiratory system works, or how lightning storms develop? One promising approach involves multimedia presentation of explanations in visual and verbal formats, such as presenting computer-generated animations synchronized with computer-generated narration or presenting illustrations next to corresponding text. In a review of eight studies concerning whether multimedia instruction is effective, there was consistent evidence for a multimedia effect: Students who received coordinated presentation of explanations in verbal and visual format (multiple representation group) generated a median of over 75% more creative solutions on problem-solving transfer tests than did students who received verbal explanations alone (single representation group). In a review of 10 studies; concerning when multimedia instruction is effective, there was consistent evidence for a contiguity effect: ...

[1]  M. Wittrock.  Learning as a Generative Process , 1974 .

[2]  H. Augustin,et al.  Multiple angiopoietin recombinant proteins activate the Tie1 receptor tyrosine kinase and promote its interaction with Tie2 , 2005, The Journal of cell biology.

[3]  G. Salomon.  Interaction of media, cognition and learning , 1979 .

[4]  Richard E. Mayer,et al.  Relationship Between What Is Remembered and Creative Problem Solving Performance in Science Learning. , 1981 .

[5]  M. Cole,et al.  The psychology of literacy , 1983 .

[6]  J. Marshall.  This is psychology? , 1981, Nature.

[7]  J. Bergeron,et al.  Models of Understanding. , 1983 .

[8]  R. Clark.  Reconsidering Research on Learning from Media , 1983 .

[9]  R. Mayer.  Aids to text comprehension , 1984 .

[10]  R. Sternberg.  Beyond IQ: A Triarchic Theory of Human Intelligence , 1984 .

[11]  R. Sternberg.  A Triarchic Theory of Human Intelligence , 1986 .

[12]  Dale M. Willows,et al.  The Psychology of illustration , 1987 .

[13]  Heinz Mandl,et al.  Knowledge Acquisition from Text and Pictures , 1989 .

[14]  M. Wittrock.  Generative Processes of Comprehension , 1989 .

[15]  A. Ortony,et al.  Similarity and Analogical Reasoning , 1991 .

[16]  R. Mayer.  Systematic Thinking Fostered by Illustrations in Scientific Text , 1989 .

[17]  Stella Vosniadou,et al.  Similarity and analogical reasoning: Similarity and Analogical Reasoning , 1989 .

[18]  Joan K. Gallini,et al.  When Is an Illustration Worth Ten Thousand Words , 1990 .

[19]  Lloyd P. Rieber,et al.  Animation in computer-based instruction , 1990 .

[20]  David M. Riefer,et al.  Analogies as an aid to understanding and memory , 1990 .

[21]  Diane F. Halpern,et al.  Analogies as an aid to understanding and memory , 1990 .

[22]  P. Chandler,et al.  Cognitive load as a factor in the structuring of technical material. , 1990 .

[23]  R. Mayer,et al.  Animations need narrations : an experimental test of a dual-coding hypothesis , 1991 .

[24]  R. Kozma.  Learning with Media , 1991 .

[25]  A. Paivio,et al.  Dual coding theory and education , 1991 .

[26]  P. Chandler,et al.  Cognitive Load Theory and the Format of Instruction , 1991 .

[27]  D. Jonassen.  Objectivism versus constructivism: Do we need a new philosophical paradigm? , 1991 .

[28]  Richard E. Mayer,et al.  Guiding students' cognitive processing of scientific information in text. , 1992 .

[29]  M. Hegarty,et al.  Comprehension of Arithmetic Word Problems: Evidence from Students' Eye Fixations. , 1992 .

[30]  R. Mayer,et al.  The instructive animation: helping students build connections between words and pictures in multimedia learning , 1992 .

[31]  Malcolm L. Fleming,et al.  Instructional Message Design: Principles from the Behavioral and Cognitive Sciences , 1993 .

[32]  Richard E. Mayer,et al.  Comprehension of graphics in texts: An overview , 1993 .

[33]  Wolfgang Schnotz.  On the relation of dual coding and mental models in graphics comprehension , 1993 .

[34]  Robert B. Kozma,et al.  A reply: Media and methods , 1994 .

[35]  C. Douglas Wetzel,et al.  Instructional Effectiveness of Video Media , 1994 .

[36]  R. Mayer,et al.  For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. , 1994 .

[37]  R. Kozma.  Will media influence learning? Reframing the debate , 1994 .

[38]  F. Paas,et al.  Instructional control of cognitive load in the training of complex cognitive tasks , 1994 .

[39]  Steven M. Ross,et al.  Delivery trucks or groceries? More food for thought on whether media (will, may, can't) influence learning , 1994 .

[40]  David H. Jonassen,et al.  Learningwith media: Restructuring the debate , 1994 .

[41]  R. Clark.  Media will never influence learning , 1994 .

[42]  R. Mayer,et al.  A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text , 1995 .

[43]  Richard E. Mayer,et al.  When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. , 1996 .