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Top News - Analysis: How multimedia can improve learning
Top News - Analysis: How multimedia can improve learning
Research on how effective use of multimedia can improve learning outcomes. Based on research by Mayer, Moreno, Clark, & others. Much of this is in e-Learning and the Science of Instruction, but some of these principles, especially on interactivity, aren't included in that book. (Quotes from page 4)
Direct Manipulation Principle: As the complexity of the materials increases, the impact of direct manipulation (animation, pacing) of the learning materials on the transfer of knowledge also increases.
However, when the average student is engaged in higher-order thinking using multimedia in interactive situations, on average, that student's percentage ranking on higher-order or transfer skills increases by 32 percentile points over what the student would have accomplished with traditional learning.
#animation#interactivity#learning#multimedia#research#elearning
·eschoolnews.com·
Top News - Analysis: How multimedia can improve learning
Coherence or interest: Which is most important in online multimedia learning?
Coherence or interest: Which is most important in online multimedia learning?
A challenge to the coherence principle: the idea that all information in multimedia learning should be essential, and nothing should be added simply for interest. This research found that in an authentic learning setting that performance was the same whether learners had only the essentials or had additional interesting information, directly contradicting Clark & Mayer's work.
#multimedia#engagement#research#learning#elearning
·ascilite.org.au·
Coherence or interest: Which is most important in online multimedia learning?
Donald Clark Plan B: Brilliant 35 studies in media and learning
Donald Clark Plan B: Brilliant 35 studies in media and learning
Great summary of research points on our perceptions of media with implications for using media effectively for learning. For example, audio quality matters a lot, but video quality can be low and still effective. Large, wide screens are preferred over higher quality images on smaller screens.
35 psychological studies into the human reaction to media all point towards the simple proposition that people react towards media socially even though, at a conscious level, they believe it is not reasonable to do so. They can't help it. In short, people think that computers are people, which makes e-learning work.
As long as a media technology is consistent with social and physical rules, we will accept it. Read that last part again, 'as long as a media technology is consistent with social and physical rules'. If the media technology fails to conform to these human expectations - we will very much not accept it.
#learning#research#multimedia#audio#video#images#elearning#cognition
·donaldclarkplanb.blogspot.com·
Donald Clark Plan B: Brilliant 35 studies in media and learning
Could Power Point Presentations Be Stifling Learning?
Could Power Point Presentations Be Stifling Learning?
This summary doesn't say how large the sample size was, and the researchers clarify that it's only about teaching new concepts. However, it is interesting to note that animation in PowerPoint slide decreased recall and comprehension.
<p>To test their hypothesis, the team recorded two versions of a PowerPoint lecture. The presentations differed only in the presence of animation to incrementally present information. They then showed students either the animated or non-animated lecture and then tested the students recall and comprehension of the lecture.</p> <p>The team found a marked difference in average student performance, with those seeing the non-animated lecture performing much better in the tests than those who watched the animated lecture. Students were able to recall details of the static graphics much better. Animated slides meant to present information incrementally actually require greater concentration, which makes it harder to remember content as well as reducing overall exposure time to the "complete" slide, the researchers found.</p>
<p>To test their hypothesis, the team recorded two versions of a PowerPoint lecture. The presentations differed only in the presence of animation to incrementally present information. They then showed students either the animated or non-animated lecture and then tested the students recall and comprehension of the lecture.</p> <p>The team found a marked difference in average student performance, with those seeing the non-animated lecture performing much better in the tests than those who watched the animated lecture. </p>
#powerpoint#learning#animation#multimedia#research
·sciencedaily.com·
Could Power Point Presentations Be Stifling Learning?
Learning Visions: Ruth Clark: Evidence Based E-Learning #dl09 #dl09-104
Learning Visions: Ruth Clark: Evidence Based E-Learning #dl09 #dl09-104
Cammy Bean's live blogged notes from DevLearn with Ruth Clark. Lots of this is the multimedia principles I've read before (and maybe don't always apply in authentic learning environments, but that's another story). The research on animations vs stills was new to me though.
#research#multimedia#animation#learning#learningstyles#elearning
·learningvisions.blogspot.com·
Learning Visions: Ruth Clark: Evidence Based E-Learning #dl09 #dl09-104