Key Factors and New Directions of Multimedia Learning Design

2010 ◽  
pp. 207-227
Author(s):  
Haido Samaras ◽  
Thanasis Giouvanakis ◽  
Despina Bousiou ◽  
Konstantinos Tarabanis
Keyword(s):  
Learning Environments ◽  
Multimedia Learning ◽  
Learning Design ◽  
Critical Factors ◽  
Key Factors ◽  
Multimedia Design ◽  
New Directions ◽  
Two Generations ◽  
Learning Research ◽  
Research And Design

This chapter explores specific topics, issues and directions associated with multimedia and hypermedia learning environments. A key aim is to inform researchers, designers, and developers of multimedia learning systems as well as educators who wish to engage students in learning activities rooted in multimedia learning research and design of the critical factors that have had an impact on maximizing learning through multimedia. Strengths and pitfalls of multimedia learning design are discussed through the review of the important conclusions that two generations of multimedia research have contributed to multimedia design. Finally, emerging factors, which are currently formulating a third generation of multimedia design and learning research are presented.

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.

Interface Design, Emotions, and Multimedia Learning

2011 ◽  
pp. 79-91
Author(s):  
Chaoyan Dong
Keyword(s):  
Social Psychology ◽  
Learning Environments ◽  
Interface Design ◽  
Positive Emotions ◽  
Multimedia Learning ◽  
Empirical Studies ◽  
Cognitive Resources ◽  
Learning Research ◽  
Physically Attractive

In social psychology, “what is attractive is good” means that a physically attractive person is perceived to be more favorable and capable. In industrial design, the interface is one of the three elements that influence users’ experience with a product. For multimedia learning, does the interface design affect users’ experience with learning environments? Does attractive interface enhance multimedia learning? Research in multimedia learning has been neglecting this issue. In this chapter, I propose that attractive interface design does indeed promote multimedia learning. This hypothesis is based on the review of the following theories and related empirical studies: 1) an interface impacts a user’s experience; 2) beautiful interface induces positive emotions; 3) positive emotions broaden cognitive resources; and 4) expanded cognitive resources promote learning. The Model of Emotional Design in Multimedia Learning is proposed to highlight how emotions regulate multimedia learning. Suggestions regarding designing attractive interfaces are provided.

Interface Design, Positive Emotions and Multimedia Learning

2010 ◽  
pp. 182-194 ◽  
Author(s):  
Chaoyan Dong
Keyword(s):  
Social Psychology ◽  
Learning Environments ◽  
Interface Design ◽  
Positive Emotions ◽  
Multimedia Learning ◽  
Empirical Studies ◽  
Cognitive Resources ◽  
Learning Research ◽  
Physically Attractive

In social psychology, “what is attractive is good” means that a physically attractive person is perceived to be more favorable and capable. In industrial design, the interface is one of the three elements that influence users’ experience with a product. For multimedia learning, does the interface design affect users’ experience with learning environments? Does attractive interface enhance multimedia learning? Research in multimedia learning has not yet sufficiently investigated this issue. In this chapter, I propose that attractive interface design does indeed promote multimedia learning. This hypothesis is based on the review of the following theories and related empirical studies: 1) an interface impacts a user’s experience; 2) beautiful interfaces induce positive emotions; 3) positive emotions broaden cognitive resources; and 4) expanded cognitive resources promote learning. The Model of Emotional Design in Multimedia Learning is proposed to highlight how emotions regulate multimedia learning. Suggestions regarding designing attractive interfaces are provided.

Applying Multimedia Learning Principles to Design Effective Mobile Training

2016 ◽  
Vol 60 (1) ◽  
pp. 1205-1209
Author(s):  
Matthew D. Marraffino ◽  
Cheryl I. Johnson
Keyword(s):  
Design Principle ◽  
Recall Test ◽  
Multimedia Learning ◽  
Training Transfer ◽  
Learning Design ◽  
Multimedia Design ◽  
Written Recall ◽  
Based Instruction ◽  
Learning Principles ◽  
Text Condition

In the training literature, little empirical research has been devoted to the design of effective mobile-based instruction for training transfer. In this experiment, we tested the applicability of a multimedia learning design principle, the redundancy principle, in the context of a highly interactive tablet-based simulation for training m4 rifle disassembly procedures. In the narration condition, the simulation included oral instructions describing each disassembly step, while the narration and text condition included onscreen text in addition to the simulation and oral instructions. While we found no significant differences on a written recall test or a training transfer test of disassembling a physical rifle, the narration condition reported higher satisfaction and usability ratings than the narration and text condition. These results indicate that multimedia design principles apply to more complex platforms and procedural tasks.

Interface Design, Emotions, and Multimedia Learning

2008 ◽  
pp. 1262-1285
Author(s):  
Chaoyan Dong
Keyword(s):  
Social Psychology ◽  
Learning Environments ◽  
Interface Design ◽  
Positive Emotions ◽  
Multimedia Learning ◽  
Empirical Studies ◽  
Cognitive Resources ◽  
Learning Research ◽  
Physically Attractive

In social psychology, “what is attractive is good” means that a physically attractive person is perceived to be more favorable and capable. In industrial design, the interface is one of the three elements that influence users’ experience with a product. For multimedia learning, does the interface design affect users’ experience with learning environments? Does attractive interface enhance multimedia learning? Research in multimedia learning has been neglecting this issue. In this chapter, I propose that attractive interface design does indeed promote multimedia learning. This hypothesis is based on the review of the following theories and related empirical studies: 1) an interface impacts a user’s experience; 2) beautiful interface induces positive emotions; 3) positive emotions broaden cognitive resources; and 4) expanded cognitive resources promote learning. The Model of Emotional Design in Multimedia Learning is proposed to highlight how emotions regulate multimedia learning. Suggestions regarding designing attractive interfaces are provided.

Elements to Include in the Language Arts Curriculum for Gifted Students

1988 ◽  
Vol 11 (2) ◽  
pp. 62-78 ◽  
Author(s):  
John D. McNeil
Keyword(s):  
Language Arts ◽  
Learning Environments ◽  
Gifted Students ◽  
The Family ◽  
New Directions ◽  
Language Arts Curriculum ◽  
Structured Teaching ◽  
Arts Curriculum ◽  
Curriculum Trends

Recent studies have revealed themes of giftedness that have implications for the curriculum in the language arts. These themes include the desire to know and inquire, the uses of play and imagination, the thrust toward coherence, the motivational ambience of the family, and the value of varied apprenticeships. Correlatively, trends in the language arts curriculum reflect the growing influence of the constructivists' theory of learning with its emphasis on active generality of meaning by students. These curriculum trends are propitious for the gifted who excel in learning environments characterized by independent activity and filling in the gaps left by incomplete and less structured teaching. This paper describes how new directions in the language arts curriculum match the themes of giftedness and suggest how gifted students can be helped to share their images and meanings through the language arts.

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