The Multimedia PrincipleThe Multimedia PrincipleElizabeth J McallisterElizabeth J Mcallister

Denise O’brienDenise O’brien

Peter SabathPeter Sabath

Marvin SpinnerMarvin Spinner

Lisa ValeriLisa Valeri

Colleen WilliamsColleen Williams

Tonya WrightTonya Wright

Gregory ZirkleGregory Zirkle

Do Visuals Make A Difference?Do Visuals Make A Difference?

Water Cycle

• Evaporation

• Condensation

• Precipitation

• Convey Information

• Visuals increase comprehension

• Visuals simplify information

Include Both Words and GraphicsInclude Both Words and Graphics

Select Graphics that Support Select Graphics that Support LearningLearning Decorative graphicsDecorative graphics Representational graphicsRepresentational graphics Relational graphicsRelational graphics Organizational graphicsOrganizational graphics Transformational graphicsTransformational graphics Interpretive graphicsInterpretive graphics

Four Ways to Use Graphics to Four Ways to Use Graphics to Promote Learning:Promote Learning:

1. Use graphics to teach five different types of content such as facts, concepts, processes, procedures, and principles

2. Use graphics as topic organizers3. Use graphics to show

relationships4. Use graphics as lesson interfaces

Example 1: Using graphics to teach five different types of content Example 1: Using graphics to teach five different types of content such as facts, concepts, processes, procedures, and principles: such as facts, concepts, processes, procedures, and principles:

This graphic teaches content related to the life cycle of the frog.

Graphic Source: http://www.cwmb.sa.gov.au/kwc/programs/a_frogs_life/images/fl-2_clip_image001.gif

In this screen capture from the Science News for Kids In this screen capture from the Science News for Kids site, the graphics are used to organize the sections of site, the graphics are used to organize the sections of

the website. Clicking on each graphic takes the the website. Clicking on each graphic takes the student to a different section of the website.student to a different section of the website.

Graphic Source: http://www.sciencenewsforkids.org/

Example 2: Using graphics as topic organizers

Example 3: Using graphics to show relationshipsExample 3: Using graphics to show relationships

This graphic shows the learner the relationship between two different types of Buddhism. Venn diagrams are only one type of graphic that shows relationships.

Graphic Source: http://www.pps.k12.or.us/schools-c/pages/westsylvan/student/religion/buddhism_pm/venn-diagram.gif

Example 4: Using graphics as lesson interfacesExample 4: Using graphics as lesson interfaces

This screen capture is from a site which has emergency case simulators for veterinary students. The students using the site have to choose the procedures and type of care appropriate for each emergency case.

Graphic Source: http://www.rvc.ac.uk/review/cases/Jess/jess.htm

Psychological ReasonsPsychological Reasonsfor Multimedia Principlefor Multimedia Principle

WordsWords CommunicationCommunication DistanceDistance

Education and WordsEducation and Words

Effective and EfficientEffective and Efficient

Words:Words: InformationInformation EaseEase

Information Acquisition TheoryInformation Acquisition Theory

Teaching = presenting informationTeaching = presenting information

Learning = acquiring informationLearning = acquiring information

Information DeliveryInformation Delivery

Printed wordsPrinted words Spoken wordsSpoken words IllustrationsIllustrations PhotosPhotos GraphsGraphs AnimationsAnimations VideoVideo NarrationNarration

Information Acquisition Theory Information Acquisition Theory

Efficient and EffectiveEfficient and Effective Information deliveryInformation delivery

Instruction=presenting wordsInstruction=presenting words

Knowledge Construction TheoryKnowledge Construction Theory

Teaching = foster cognitive processingTeaching = foster cognitive processing

Learning = sense-making of materialLearning = sense-making of material

Knowledge Construction Theory:Knowledge Construction Theory:InstructionInstruction

DeliveryDelivery Guide learnerGuide learner EnableEnable EncourageEncourage

Knowledge Construction Theory:Knowledge Construction Theory:LearningLearning

Active Processing:Active Processing:

RepresentationRepresentation ConnectionConnection

Multimedia LessonsMultimedia Lessons

Words and picturesWords and pictures GraphicsGraphics

+ =

Evidence for Using Words and Evidence for Using Words and PicturesPictures

Studies reveal that students who Studies reveal that students who receive multimedia instruction receive multimedia instruction utilizing words and pictures utilizing words and pictures performed better on subsequent performed better on subsequent transfers tests than those taught in transfers tests than those taught in words alone. words alone.

0

100

80

60

40

20

Words + Graphics

Words Alone

Learning is Better from Words Plus Graphics Than from Words Alone.

Research Research

In 11 performed studies: In 11 performed studies:

(Mayer, 1989b; Mayer & Anderson, 1991, 1992; Mayer, Bove, Bryman, Mars, & (Mayer, 1989b; Mayer & Anderson, 1991, 1992; Mayer, Bove, Bryman, Mars, & Tapangco, 1996; Mayer & Gallini, 1990; Moreno & Mayer, 1999b, 2002b)Tapangco, 1996; Mayer & Gallini, 1990; Moreno & Mayer, 1999b, 2002b)

People who learned from words and

graphics produced 55% to 121% more correct solutions.

People who learned from words alone.

Finding the Multimedia EffectFinding the Multimedia Effect

““The multimedia principle, which The multimedia principle, which suggests that learning and suggests that learning and understanding are enhanced by understanding are enhanced by adding pictures to text rather than adding pictures to text rather than presenting text alone, appears to be presenting text alone, appears to be well supported by findings from well supported by findings from empirical research.” empirical research.” (Fletcher and Tobias, (Fletcher and Tobias, 2005, p. 128)2005, p. 128)

Graphic OrganizersGraphic Organizers

When pictorial material is presented When pictorial material is presented at the start of a lesson, students at the start of a lesson, students perform better in subsequent tests. perform better in subsequent tests.

Students learn better with symbols Students learn better with symbols and graphics than from symbols and graphics than from symbols alone.alone.

Defining “Novices” and Defining “Novices” and “Experts”“Experts”

Novices = learners who have “low Novices = learners who have “low knowledge of the domain”knowledge of the domain”

Experts = learners who have “high Experts = learners who have “high knowledge of the domain”knowledge of the domain”

Evidence: Why does this Evidence: Why does this principle work best for novices?principle work best for novices?

Mayer, R.E., & Gallini, J.K. (1990). Mayer, R.E., & Gallini, J.K. (1990). When an illustration is worth then When an illustration is worth then thousand words? thousand words? Journal of Journal of Educational PsychologyEducational Psychology, , 8888, 64-73., 64-73.

Novices learn better from text and Novices learn better from text and illustrations than from isolated wordsillustrations than from isolated words

Experts learn equally well from words Experts learn equally well from words alone or from text and illustrationsalone or from text and illustrations

Using words to create Using words to create mental imagesmental images

Novices have trouble creating mental Novices have trouble creating mental images from wordsimages from words

Novices need help doing this by Novices need help doing this by supplementing words with supplementing words with illustrationsillustrations

Experts (i.e. experienced learners), Experts (i.e. experienced learners), on the other hand, are able to on the other hand, are able to independently create mental images independently create mental images with wordswith words

More EvidenceMore Evidence

Ollerenshaw, A., Aidman, E., & Kidd, G. Ollerenshaw, A., Aidman, E., & Kidd, G. (1997). Is an illustration always worth ten (1997). Is an illustration always worth ten thousand words? Effects of prior knowledge, thousand words? Effects of prior knowledge, learning style, and multimedia illustrations learning style, and multimedia illustrations on text comprehension. on text comprehension. International International Journal of Instructional MediaJournal of Instructional Media, , 2424, 227-238., 227-238.

Animations that supplement text benefit Animations that supplement text benefit low-knowledge learners (i.e. novices)low-knowledge learners (i.e. novices)

Animations do not necessarily benefit high-Animations do not necessarily benefit high-knowledge learners (i.e. experts)knowledge learners (i.e. experts)

SummarySummary

Prior knowledge of learners must be Prior knowledge of learners must be factored into design of instructionfactored into design of instruction

Novices need more visuals Novices need more visuals (animations, illustrations, etc.) to (animations, illustrations, etc.) to supplement textsupplement text

Experts need fewer visuals to Experts need fewer visuals to supplement text; too many visuals supplement text; too many visuals can be distractingcan be distracting

Static Illustrations or Animations?Static Illustrations or Animations?

Static IllustrationsStatic Illustrations force students to mentally animate and force students to mentally animate and

make connections.make connections. constitutes active learningconstitutes active learning see examplesee example

AnimationAnimation does not force students to mentally does not force students to mentally

animate animate students cannot control pace or orderstudents cannot control pace or order constitutes passive learningconstitutes passive learning see examplesee example

ResearchResearch

Research by Betrancourt, Hegarty, Research by Betrancourt, Hegarty, Kriz & Cate, etc has failed to find that Kriz & Cate, etc has failed to find that animations are more effectiveanimations are more effective

In fact, Mayer, Hegarty, Mayer & In fact, Mayer, Hegarty, Mayer & Campbell (2005) show that students Campbell (2005) show that students performed performed 32% better32% better when presented with text when presented with text and illustrations as compared to and illustrations as compared to animations.animations.

Should Animation Ever Be Used?Should Animation Ever Be Used?

There are some instances when There are some instances when animations may be useful:animations may be useful: When showing how to perform a motor When showing how to perform a motor

skillskill Ex: Folding paperEx: Folding paper

When relationships are revealed that are When relationships are revealed that are not otherwise visiblenot otherwise visible

Ex: Seed germinationEx: Seed germination

What We Don’t Know About What We Don’t Know About VisualsVisuals

Which is more effective?Which is more effective?

AnimationAnimation Static GraphicStatic Graphic

Are the effects long term?Are the effects long term?

Do we have the time to create Do we have the time to create them?them?

What are the cost benefits?What are the cost benefits?

Motivation in color?Motivation in color?

Does it matter which?Does it matter which?

These are questions not These are questions not answered in the principalanswered in the principal

More research is needed…More research is needed…

ReferencesReferences

Clark, R.C., & Mayer, R.E. (2008). Applying the multimedia principle. E-learning and the science of instruction (3rd ed., pp. 447-478). San Francisco, CA: Pfeiffer.

Graphic Sources: http://www.cwmb.sa.gov.au/kwc/programs/a_frogs_life/images/fl-2_clip_image001.gif http://www.sciencenewsforkids.org/ http://www.pps.k12.or.us/schools-c/pages/westsylvan/student/religion/buddhism_pm/venn-diagram.gifhttp://www.rvc.ac.uk/review/cases/Jess/jess.htm