Multimedia Learning

EDUA 7300 - Adv App of Media & Tech

As humans, we are constantly learning. Whether we are learning how to ride a bike or how to solve complex mathematical equations, the process of learning is an essential part of our lives. With the rise of technology, we now have access to a wealth of multimedia resources to aid us in our learning journey. However, not all multimedia resources are created equal. This is where Mayer's 12 Principles of Multimedia Learning come in. According to Richard Mayer's cognitive theory of multimedia learning, the design of multimedia presentations should be done with the goal of maximizing learning by following Mayer's 12 principles of multimedia. The National University Blog, Multimedia Design Principles: What Are They, How to Use Them by Bethtbf (2023), suggests that Mayer's 12 principles of multimedia also provide a framework for designing effective multimedia learning experiences that are grounded in cognitive science and focus on minimizing cognitive load and maximizing learning outcomes.

The learning environment has been traditionally used as a synonym for a physical classroom. Still, it has been changed with modern digital technologies, techniques, and strategies to provide more effective and efficient learning (Baeten et al., 2010). Integrating technology into the learning process is often referred to as technology-enhanced learning (Law et al., 2016), and this is where educators design learning opportunities that are both a combination of pedagogy and enhanced learning processes (the addition of technology and multimedia resources) to produce more effective processes to transfer knowledge to the students. This is particularly effective for students who thrive in a comprehensive learning environment that uses a variety of multimedia options, including videos, images, actions, real-life examples, as well as hands-on activities.

Multimedia learning and andragogy are two distinct concepts that are related in the sense that they both pertain to adult learning. Pappas (2023) defines the theory of adult learning that emphasizes the importance of self-directed learning, experience, and problem-centeredness. Pratt (1993), on the other hand, defines multimedia learning as a cognitive theory that explains how people learn from words, pictures, and sounds presented together in a strategic sequential manner to produce a transfer of knowledge to adults.

Therefore, as Pratt (1993) further infers, while there is no direct relationship between multimedia learning and andragogy, they can be used together to create effective learning experiences for adults, i.e., incorporating multimedia elements such as videos, images, and audio into an andragogical approach can help to engage adult learners and make learning more interactive and engaging.

The design of multimedia presentations should be done with the goal of maximizing learning by following Mayer's 12 principles of multimedia. Therefore, any combination of strategies that enhance pedagogy or andragogy instruction, along with setting up a learning environment that includes different forms of multimedia, will deepen the learning opportunities for students and adults. As stipulated in the Cognitive Load Theory, if creating an environment that will lessen the irrelevancy of what a student is being asked to retain in short-term memory and allow them to focus on the important aspects of the learning opportunities, the success rate in the transfer of knowledge will be that much greater.

In conclusion, Mayer's 12 Principles of Multimedia Learning provide a useful guide to creating effective and engaging multimedia resources. By using a combination of visuals and text, highlighting important information, and presenting information in both visual and auditory forms, learners can be more engaged and more likely to retain the information presented to them.

References

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243–260. https://doi.org/10.1016/j.edurev.2010.06.001

Bethtbf. (2023, April 27). Multimedia Design Principles: What are they, how to use them. National University. https://www.nu.edu/blog/multimedia-design-principles/

Davis, G. (2020, January 31). Principles of Multimedia Learning - Center for Teaching and Learning | Wiley Education Services. Center for Teaching and Learning | Wiley Education Services. https://ctl.wiley.com/principles-of-multimedia-learning/

Law, N., Niederhauser, D. S., Christensen, R., & Shear, L. (2016). A multilevel system of quality Technology-Enhanced Learning and Teaching indicators on JSTOR. www.jstor.org. http://www.jstor.org/stable/jeductechsoci.19.3.72

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. 2: Prodigy Education. (n.d.). What Is Multimodal Learning? 35 Strategies and Examples. Prodigy Education. https://www.prodigygame.com/main-en/blog/multimodal-learning/

Pappas, C. (2023, September 8). The Adult Learning Theory - Andragogy - of Malcolm Knowles. eLearning Industry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

Pratt, D. D. (1993). Andragogy after twenty-five years. New Directions for Adult and Continuing Education, 1993(57), 15–23. https://doi.org/10.1002/ace.36719935704