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Characteristics of Effective Multimedia for
Teaching: Applying Cognitive Theories of Multimedia Learning to
Complex Content Ann Morrison, PhD
Michaela Clemens, MA, CIP
Elizabeth McClellan Ribble, PhD
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Why?
Interest in communicating complex concepts for learners to view individually on a website
Interest in positively impacting viewers’ motivation and feelings about the content
Interest in improving learning and affective outcomes in teaching
This stuff is really freaking interesting
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Cognitive Load Theory
Working memory is limited in capacity
Overloading working memory reduces learners’ ability to interact with content and encode it into long term memory
Extraneous cognitive load – method of presentation
Intrinsic cognitive load – difficulty of content
Germane cognitive load – learner capacity
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Cognitive Theory of Multimedia Learning (CTML)
Cognitive load theory applied to multimedia
Primarily concerned with minimizing extraneous cognitive load
Assumptions
Dual channel assumption – visual and auditory input is processed separately
Limited capacity assumption – working memory is memory
Active processing assumption – information is selected and organized for processing
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Cognitive Theory of Multimedia Learning
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Cognitive-Affective Theory of Learning with Media (CATLM)
Builds on Cognitive Theory of Multimedia Learning
The use of visual attention cues, animation, and colors can positively impact motivation, metacognition, and affect for content
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Cognitive-Affective Theory of Learning with Media (Moreno, 2006)
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Methodology
Convenience and snowball sampling of adults with normal or corrected vision and hearing
Each participant gets 1 of 6 randomly assigned conditions
9 questions regarding situational interest
10 questions measuring understanding
5 demographic questions
2 open-ended questions
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Simultaneous, printed content
Serial, printed content Serial, spoken content
Without visual attention cuing
Condition 1 (control)• Resembles a webpage• Narrative text• White background
Condition 3• Powtoon• 1-3 sentences presented serially• White background
Condition 5• Podcast (audio recording)• Spoken content only
With visual attention cuing
Condition 2• Infographic• Text grouped by idea• Colored background• Arrows• Representational images
Condition 4• Powtoon• 1-3 sentences presented serially• Colored background• Arrows• Representational images
Condition 6• Powtoon• Spoken content• Colored background• Arrows• Representational images
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Sample Affective Questions
Addressing coercion and undue influence in research is important to me
I lost interest in the information being presented
I enjoyed the information presented
Respondents indicated agreement with the statements on a 5 point likert scale ranging from strongly agree to strongly disagree
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Sample Comprehension Question
A patient at a local hospital is approached about being in a research study. The researcher tells the patient that the study is being sponsored by the hospital and patients who do not participate may lose access to the hospital’s health services. This is an example of:
Coercion
Undue Influence
Both coercion and undue influence
Neither coercion or undue influence
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Here’s what we have so far with the preliminary data for completion rates…
1 (control/text) 2 (infographic) 3 (serial sentences) 4 (serial images) 5 (audio) 6 (audio + serial images)
0
10
20
30
40
50
60
70
80
90
100
Condition (% completed)
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Survey Data
ConditionsNumber of Surveys Administered
Number of Surveys Completed
1 (control/text)
9 3
2 (infographic)
5 5
3 (serial
sentences)12 10
4 (serial images)
14 12
5 (audio)
3 2
6 (audio + serial
images)9 6
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Here’s what we are starting to see with the preliminary data for correct responses…
1 (control/text) 2 (infographic) 3 (serial sentences) 4 (serial images) 5 (audio) 6 (audio + serial images)
0
10
20
30
40
50
60
70
80
Condition (% correct)
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Here’s what we are starting to see with the preliminary data for grabbing and holding attention…
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Here’s what we are starting to see with the preliminary data on belief for comprehension…
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Discussion: Implications for Teaching
How do you use these principles in your instruction?
How does the content or instructional objectives impact your use?
Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015
Thank you!Ann Morrison, [email protected]
Michaela Clemens, [email protected]
Elizabeth McClellan Ribble, [email protected]
Find this presentation at makelearninghappen.com
