Reasons for increased learning using multimedia
- Introduction
- Discussed in this paper are the possible reasons for this increased in learning with
multimedia.
- The main focus on the success of multimedia due to its similarities in structure to the
information processing theory.
Information processing theory
Four principal elements: sense organs,
short-term memory, long-term memory, muscle systems.
- Dual coding theory
One channel processes verbal information such as text or audio, and the other
channel processes nonverbal images such as illustrations and sounds in the environment
(Paivio, 1971; Clark & Paivio, 1991).
"People generally remember 10% of what they read, 20% of what they hear, 30% of
what they see, and 50% of what they hear and see (Treichlerrr, 1967)."
- Text
: (a) processed at the learners own rate, (b) rehearsable, (c) easy to store and
preserved for long periods of time, (d) efficiently stored and processed in a computer,
(e) unique emphasis techniques such as character size, color, and font.
- Voice
: good for conveying temporal information (Shih & Alessi, 1996).
- Visuals
: make abstract more concrete (Hodes, 1992), support comprehension and
form-meaning correspondence (Meskill, 1996).
- Imagery
: constructed both internal associations among information in working
memory and external associations between new information and prior knowledge
(Edelstein, 1981).
- Dual coding and multimedia
Najjar (1996) suggested that different information ahs to be coded in different media
to be the most effective for people to learn.
- Dual coding and memory
- Allowing a person to absorb information from the environment using two channels, and
reducing the cognitive load in the working memory.
- Jruden (1995) suggested that working memory may be a parallel system.
- Students control of their learning direction and pace with multimedia
Hypermedia in nonlinear in structure and stores information in the form of index cards.
Many similar cards are stored in a stack.
- Multimedia/hypermedia allows chunking
Cards or stacks can be grouped in chucks and viewed in small chucks.
- Multimedia/hypermedia allows interactivity
Multimedia programs are responsive to learner input. Interactivity is associated with
learning achievement and retention of knowledge over time (Najjar, 1996).
- Multimedia is flexible
(a) wide selection of titles covering every subject, (b) variety of means by which
wanted information can be located, menus, icons, word-based searches, and (c) used in
classrooms, by individuals or by small groups.
- Motivational effects
- Guided discovery: give direction, assess and redirect the think processed of students.
- Student-sensitive form of teaching: explanation, challenging and extensive practice.
- Give directive instruction: deliver strategy-related content, and models strategic
processing.
- Better performance occurs when learning is active and discovery-based.