This week, we are asked to discuss how our knowledge of multimedia theory in education has changed as a result of the readings and discussion for this week. To discuss this change, I think it necessary to discuss my knowledge before the readings and the discussion. Unlike several of my classmates, who have had experiences as instructors in academia, most of my experiences using multimedia have been in the corporate environment. While multimedia is used for instruction in both scenarios, the purpose and approach may differ due to context and audience. In my previous role, I had the opportunity to train employees on various skills and institutional processes using multimedia. Using PowerPoint presentations to integrate other multimedia elements like text, images, videos, animations, and audio to provide training for many employees was a standard feature.
These trainings were usually generic and largely lacked the ability to provide personalized learning experiences that addressed the training needs of individual employees. Although videos and interactive modules were meant to be engaging, they lacked the ability to do so because the goal was often to maximize short-term learning outcomes and to ensure skills acquisition within the shortest possible time. Due to my experiences, I saw multimedia as a tool of convenience and accessibility. However, my perspective has evolved and continues to do so since the commencement of this course, opening me up to the world of multimedia theory in education. This has deepened my understanding and allowed me to discover nuances I would typically not have observed in my previous role.
The Place of Cognitive Load in Learning:
One area that has significantly impacted my knowledge is understanding the vital role of cognitive load in multimedia content design. In my previous experience, the focus was often on including as much information as possible in the training module. However, I now realize that overwhelming learners with excessive text, visuals, and videos can hinder their ability to process and retain information. This has practical implications for designing multimedia material, emphasizing the need for a thoughtfully balanced approach by ensuring all elements work together effectively to support learning. For instance, reducing the extraneous load by minimizing the use of overly complex visuals and organizing the content to guide the learner's attention can significantly improve the learning experience.
Dual channel and Multimedia learning:
This is another area where I had a paradigm shift. According to the Dual channel principle (Clark & Mayer, 2023), people have two separate channels for processing visual and auditory information. In line with this, I utilized presentations that integrated visual and auditory materials in my previous role. However, I was not aware that effective learning required more than pairing these two elements together. There were other nuances to consider, like aligning visuals with the right text to ensure complementarity and reduce cognitive load for learners. This is key to Mayer’s multimedia Theory (2001) of learning, highlighting the significance of carefully integrating these two multimedia elements.
The significance of Context in Multimedia learning:
I have also discovered that context plays a crucial role in Multimedia learning. From my previous experience, most (not all) of the training was standardized across departments or organizations. This is contrary to multimedia in education, where content is typically designed according to the learner’s needs, background, and learning environment. The significance of context in multimedia learning is so vital that the way learners engage with the elements is related to how they perceive and interact with their environment (Greeno, 1994). As such, the different forms of multimedia elements provide affordances for learners to engage based on their ability. Therefore, effective multimedia content for one learner may not be suitable for another.
In light of all the above, my perspective of multimedia Theory has shifted beyond seeing it as a means for effective content delivery. The readings have further enhanced my understanding of the theory, allowing me to see it as a means of strengthening learner cognitive processes and engagement.
References
Clark, R., & Mayer, R. (2023). E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons, Inc.
Greeno, J. G. (1994). Gibson's Affordances. Psychological Review, 101(2), 336–342. https://doi.org/10.1037//0033-295X.101.2.336Links to an external site.
Mayer, R.E. (2001b). Cognitive constraints on multimedia learning: When presenting more material results in less learning. Journal of Educational Psychology, 93, 187–198