Emphasizing on Curriculum Features: The Key to General Technology Multimedia Design

2011 ◽  
pp. 16-21
Author(s):  
Weiqiang Chen
Keyword(s):  
Multimedia Design ◽  
General Technology

Text-to-Speech Software and Learning: Investigating the Relevancy of the Voice Effect

2018 ◽  
Vol 57 (6) ◽  
pp. 1534-1548 ◽  
Author(s):  
Scotty D. Craig ◽  
Noah L. Schroeder
Keyword(s):  
Learning Outcomes ◽  
Learning Environments ◽  
Multimedia Learning ◽  
Text To Speech ◽  
Multimedia Design ◽  
Cognitive Efficiency ◽  
Human Voice ◽  
Instructional Multimedia ◽  
Efficiency Measures ◽  
The Voice

Technology advances quickly in today’s society. This is particularly true in regard to instructional multimedia. One increasingly important aspect of instructional multimedia design is determining the type of voice that will provide the narration; however, research in the area is dated and limited in scope. Using a randomized pretest–posttest design, we examined the efficacy of learning from an instructional animation where narration was provided by an older text-to-speech engine, a modern text-to-speech engine, or a recorded human voice. In most respects, those who learned from the modern text-to-speech engine were not statistically different in regard to their perceptions, learning outcomes, or cognitive efficiency measures compared with those who learned from the recorded human voice. Our results imply that software technologies may have reached a point where they can credibly and effectively deliver the narration for multimedia learning environments.

scholarly journals Analysing the Relationship Between Mental Load or Mental Effort and Metacomprehension Under Different Conditions of Multimedia Design

2022 ◽  
Vol 6 ◽  
Author(s):  
Lenka Schnaubert ◽  
Sascha Schneider
Keyword(s):  
Indirect Effects ◽  
Mental Effort ◽  
Learning Material ◽  
Mental Load ◽  
Multimedia Design ◽  
Mediation Analyses ◽  
Perceived Effort ◽  
Multimedia Material ◽  
Metacognitive Processes ◽  
The Relationship

Cognitive load theory assumes effort may only lead to comprehension if the material-induced load leaves enough resources for learning processes. Therefore, multimedia materials should induce as little non-relevant load as possible. Metacognition research assumes that learners tap into their memory processes to generate a mental representation of their comprehension to regulate learning. However, when judging their comprehension, learners need to make inferences about actual understanding using cues such as their experienced mental load and effort during learning. Theoretical assumptions would assume both to affect understanding and its metacognitive representation (metacomprehension). However, the question remains how perceived effort and load are related to metacomprehension judgments while learning with multimedia learning material. Additionally, it remains unclear if this varies under different conditions of multimedia design. To better understand the relationship between perceived mental load and effort and comprehension and metacomprehension under different design conditions of multimedia material, we conducted a randomised between-subjects study (N = 156) varying the design of the learning material (text-picture integrated, split attention, active integration). Mediation analyses testing for both direct and indirect effects of mental load and effort on metacomprehension judgments showed various effects. Beyond indirect effects via comprehension, both mental load and effort were directly related to metacomprehension, however, this seems to vary under different conditions of multimedia design, at least for mental effort. As the direction of effect can only be theoretically assumed, but was not empirically tested, follow-up research needs to identify ways to manipulate effort and load perceptions without tinkering with metacognitive processes directly. Despite the limitations due to the correlative design, this research has implications for our understanding of cognitive and metacognitive processes during learning with multimedia.

Multimedia design for learning: An overview of reviews with meta-meta-analysis

2021 ◽  
Author(s):  
Michael Noetel ◽  
Shantell Griffith ◽  
Oscar Delaney ◽  
Nicole Rose Harris ◽  
Taren Sanders ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Cognitive Theory ◽  
Meta Analysis ◽  
Learning Theories ◽  
Pedagogical Agents ◽  
Seductive Details ◽  
Multimedia Design ◽  
Design For Learning ◽  
Overview Of Systematic Reviews ◽  
Meta Analyses

Multimedia is ubiquitous in 21st-century education. Cognitive Load Theory and the Cognitive Theory of Multimedia Learning both postulate that the quality of multimedia design heavily influences learning. We sought to identify how to best design multimedia, and review how well those learning theories held up to meta-analyses. We conducted an overview of systematic reviews that tested the effects of multimedia design on learning or cognitive load. We found 29 reviews including 1,189 studies and 78,177 participants. We found 11 design principles that demonstrated significant, positive, meta-analytic effects on learning, and five that significantly improved management of cognitive load. The largest benefits were for captioning second-language videos, temporal/spatial contiguity, and signaling. We also found robust evidence for modality, animation, coherence/removing seductive details, anthropomorphics, segmentation, personalisation, pedagogical agents, and verbal redundancy effects. Good design was more important for more complex materials, and in system-paced environments (e.g., lectures) than self-paced ones (e.g., websites). Results supported many tenets of both theories. We highlight a range of evidence-based strategies that could be implemented by educators.

Application of Multimedia Design Principle in Learning Anatomy and Physiology

2015 ◽  
Vol 4 (1) ◽  
pp. 17-20 ◽  
Author(s):  
Ingole A. ◽  
◽  
Dope Santosh kumar A. ◽  
Bahattare V. ◽  
Chaware S ◽  
...  
Keyword(s):  
Design Principle ◽  
Multimedia Design ◽  
Anatomy And Physiology

Social Media Usage and Adoption

2014 ◽  
pp. 161-180
Author(s):  
Line L. Olsen ◽  
Tor W. Andreassen
Keyword(s):  
Social Media ◽  
Customer Satisfaction ◽  
Indirect Effect ◽  
Ease Of Use ◽  
Technology Readiness ◽  
Media Usage ◽  
General Technology

Social media is in vogue, but managers need to know their customers’ social media readiness to help them overcome any resistance to adopting the new benefits that social media offers and to secure customer satisfaction with the services offered through these channels. In this chapter, the authors present findings from two studies. In the first study, general technology readiness is investigated and pockets of users are identified. This study works as a backdrop for the second study, in which consumers’ social media readiness, the construct and its drivers are investigated. Overall, the authors find that customers seem to be ready for social media, as social media readiness has a positive, indirect effect on attitudes toward interaction in social media. Moreover, the effect is mediated through ease of use and usefulness.

Social Media Usage and Adoption

2014 ◽  
pp. 1197-1216
Author(s):  
Line L. Olsen ◽  
Tor W. Andreassen
Keyword(s):  
Social Media ◽  
Customer Satisfaction ◽  
Indirect Effect ◽  
Ease Of Use ◽  
Technology Readiness ◽  
Media Usage ◽  
General Technology

Social media is in vogue, but managers need to know their customers' social media readiness to help them overcome any resistance to adopting the new benefits that social media offers and to secure customer satisfaction with the services offered through these channels. In this chapter, the authors present findings from two studies. In the first study, general technology readiness is investigated and pockets of users are identified. This study works as a backdrop for the second study, in which consumers' social media readiness, the construct and its drivers are investigated. Overall, the authors find that customers seem to be ready for social media, as social media readiness has a positive, indirect effect on attitudes toward interaction in social media. Moreover, the effect is mediated through ease of use and usefulness.

Adapting Three-Dimensional-Virtual World to Reach Diverse Learners in an MBA Program

2012 ◽  
pp. 1207-1219
Author(s):  
Rosalyn Rufer ◽  
Ruifang Hope Adams
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Second Life ◽  
Virtual World ◽  
Instructional Strategy ◽  
Three Dimensional ◽  
Diverse Learners ◽  
Multimedia Design ◽  
Teaching Pedagogy ◽  
Mba Program

The purpose of this chapter is to adapt instructional strategies to virtual world learning environment in Second Life and reach more diverse learners with different learning styles. Part of the approach will focus on learners who are visual as compared to auditory and kinesthetic. Additionally, the approach will examine how changes in pedagogical methods can be used to reach diverse learners with different learning styles in virtual learning environments. The major topics address how styles of learning were considered in designing an instructional strategy and how differences in learning styles were rationalized via learning in a virtual world. Thus student success can be correlated to teaching pedagogy, and hence modified to reach diverse learners. Suggestions are included for adapting a cognitive process combined with multimedia design principles in a virtual world.

Teaching Digital Natives Using Technology

2013 ◽  
pp. 157-177
Author(s):  
Merideth Dee
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Learning Needs ◽  
Multimedia Technology ◽  
Workforce Readiness ◽  
Multimedia Design ◽  
Design Elements ◽  
Additional Information ◽  
Learning Challenges ◽  
Information And Communication

Students currently entering higher education are faced with a variety of new learning challenges and, over the course of their career in higher education, will develop a variety of skills that enable them to succeed in the workforce. Furthermore, students today use many different forms of technology on a day to day basis. As such, academic institutions are supplementing their curricula with additional information and communication technology (ICT) resources. These resources happen to include but are not limited to multimedia technology, which can be essential to students’ lifelong learning needs. This chapter discusses characteristics of today’s student entering higher education, ICT, multimedia learning, multimedia design elements, and perceived effectiveness of multimedia technology. Moreover, this chapter examines how these topics can help to promote workforce readiness, meaningful learning, and lifelong learning among today’s technology capable students.

Impacts of Learning Styles on Hypermedia Projects

2011 ◽  
pp. 92-106
Author(s):  
Jun Hu
Keyword(s):  
Qualitative Research ◽  
Learning Styles ◽  
Cognitive Tasks ◽  
Graduate Level ◽  
Multimedia Design ◽  
Processing Information ◽  
Features Importance

Kolb (1984) defined learning styles as one’s preferred methods for perceiving and processing information. Learning styles have been a high-profiled factor in hypermedia research on how they affect learners’ performances of cognitive tasks in hypermedia environment, yet not much research has been done on how learning styles would affect developers’ preferences in designing and developing hypermedia projects. This qualitative research studied 19 students from a graduate level multimedia design course on their articulations and implementations of hypermedia features, and found that learning styles of the developers did influence their perceptions of the features’ importance and their efforts of implementation of hypermedia features in their projects.

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