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

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.

How Game-Based Learning Can Effectively Engage Minority Students

One of the important questions for teachers and education policymakers is how to engage new age learners, especially minority students, in a meaningful way. Game-based learning provides a platform where minority students can be intrinsically motivated to stay focused. The incorporation of multimedia design and instructional design principles in educational games would potentially help learners comprehend the information and engage in deeper learning. The decision-making process in a game-based learning environment is tied to the neural system of information processing. As research studies point out, the reward that the learner gets is, in fact, the stimulus that with desirable properties that drives behavior. Other than that, the effective feedback in the game-based learning environment has a powerful influence on learning.

The Measuring Engagement (ME™) Tool

Studies on human engagement behavior whilst interacting with multimedia environment has now become very important due to the era of convergences of immersive technology in various digital platforms. This paper will describe a system to measure human engagement behavior in NORMA (Natural Observation and Reflection of Multimedia Application) experimental setting. The tool was developed as a Proof of Concept of The NEMD MODEL (Norma™ Engagement Multimedia Design Model) a renamed of An Engaging Multimedia Design Model that could explain the engagement phenomenon that has enticed the use of virtual spaces to complement its physical form. This paper is a description of The Measuring Engagement (ME™) Tool automated system in comparison to a system done manually. The system has proven to be a useful tool to enable us knows more about engagement and the phenomenon surrounding it. Findings could help us know more about engagement that may lead to excessive, immersive and addictive use of innovative technologies.

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

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.

Multimedia Design Department of KSADA on the Modern Stage: Challenges of Time and Actual Directions of Work

The publication substantiates the need to find and master the latest trends and technologies in multimedia, dictated by the modern labor market. The author outlines the history of development of the Multimedia design department, provides the information on the basic scientific achievements and participation in development of scientific state budgetary subjects, and notes the international activity of the department. The focus of the research is aimed at highlighting creative experiments and projects that have been and are crucial in the modern search for a place of specialization in the field of multimedia. At the moment, the fundamental area of our creative search is animation in all its varieties and forms. An indicative result of this work is the successful participation of MD students in numerous national and international animation competitions. In general, the course for the training of professional animators is of great importance for the formation of this art form in Ukraine. The natural interest of young people in music finds its professional solution in the creation of numerous videos that visualize musical works. We have started systematic work in the direction of fractal animation in order to “revive” fractal worlds. The MD department conducts theoretical research in motion design, creates various developments of animated typography, infographic videos, etc. The design of computer games in all their varieties is also widely presented. In recent years, the department has begun practical work in the field of projection technology, and has already achieved the first successes in international competitions of architectural 3D mapping. Software is the practical development and research of augmented reality in image recognition technologies for both flat objects (painting, graphics, illustration) and in the urban environment. In the last two years, we have successfully started developing of virtual reality projects.

Application and Analysis of Art Design Based on Computer 3D Technology

Objectives: Multimedia art design has entered into our life and spread rapidly, and even almost all visual related areas have traces of digital art design. Methods: This paper takes multimedia design as the theme, the research of the multimedia art design environment, discusses the general elements of visual design, the original multimedia art design, as well as the factors of multimedia pattern design is the key problem; Results: At the same time the application of category of multimedia design are studied deeply; Conclusion: Finally pointed out facing multimedia pattern design challenges and need to address the issue, to explore the future of multimedia design.

Inquiry learning improvement helped intuitively media in lesson v private professionals schools

Inquiry is learning that involves maximally all students' abilities to the fullest. The purpose of this study is to investigate (1). Critical natural phenomena and living things (2). Logical analytical students who are creative and innovative in solving problems. (3). Multimedia inquiry learning for science lessons for fifth-grade elementary school. The research method uses an R&D, ADDIE, SDLC approach. The conclusion yields (a). Interactive multimedia design (b). Formation of competence of fifth-grade elementary school students. (c). Impact on increasing teacher productivity (d). Increasing student competence.

Augmented Reality for Supporting Adult-child Shared Reading

Augmented reality (AR) stories offer a new opportunity for parents and teachers at libraries and schools to explore electronic stories. Embedded with multimedia design, AR allows diverse paths of exploration in the story contexts for shared story-reading experiences among parents and children. In this study, parents in the reading community (a library and a school) were provided with AR guided support and a skill-building activity. Observations and in-depth interviews were conducted to collect qualitative data. Inductive analysis was used to summarize the findings. Results of the study were summarized in the following themes: Prior adult-child reading experiences; Novelty with AR reading; Parents’ scaffolding for using AR; Interactive reflective thinking from AR reading; Positive responses from learning of shared reading; and Parents’ suggestions and concerns. It was observed that the AR reflective reading approach encouraged parents to play an active role in guided reading. Children and parents were positive about their active participation in the AR-mediated exploratory reading context. With the AR guided support and skill-building activity, parents applied the scaffolded-reading skills in the AR reading intervention. The AR-mediated reading approach is promising and open to more dynamic design of interactive features.