Is Your Tutorial Pretty or Pretty Useless? Creating Effective Tutorials with the Principles of Multimedia Learning

Rapchak, Marcia

doi:10.1080/1533290x.2016.1226579

Cited by 9 publications

(10 citation statements)

References 14 publications

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“…Though generally recognized as best practices, Mayer’s principles are not always followed. Rapchak (2017) described the impact of Mayer’s principles on the creation of academic libraries online tutorials. She found that many online tutorials do not use methods that generate deep learning and advocated the use of Mayer’s principles when designing online tutorials.…”

Section: Mayer’s Multimedia Learning Principlesmentioning

confidence: 99%

Expanding libraries’ application of Mayer’s cognitive theory of multimedia learning

Theimer

2019

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Purpose The purpose of this paper is to propose the incorporation of Mayer’s cognitive theory of multimedia learning (CTML) into library digital initiatives, specifically open educational resources (OER). CTML contains established principles that maximize the impact of teaching material through optimizing the use of multimedia. As educators, librarians should adhere to CTML principles and advocate for them to be followed when library digital resources are created locally or used in a classroom. The paper looks at an OER title as an example and outlines changes based on CTML for improvements. Design/methodology/approach A literature review is used to identify the areas of librarianship where CTML already is in use and where research is lacking. Findings There are many opportunities to apply multimedia learning theory to aspects of library operations. The author should consider multimedia learning when making digitization decisions. OER projects should be accomplished with these principles and general learning theory principles in mind. Libraries should be aware of CTML principles when creating all digital scholarship. Research limitations/implications This paper is based on a literature review, not on research done specifically on this topic. It includes specific recommendations to improve an OER title as an example of what should be done on a broader scale. Practical implications Librarians are educators should be aware of learning theory and particularly multimedia learning theory as learners often are not directly accessible to provide feedback. Design is critical to learning and this paper provides practical recommendations for application. Originality/value Other papers have considered CTML as applied to online tutorials and instruction in general. Significantly less attention has been paid to applying CTML and cognitive learning theories outside of traditional instruction. This paper advocates expanding the use of cognitive learning theory and CTML to digital resources produced by the library.

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Section: Mayer’s Multimedia Learning Principlesmentioning

confidence: 99%

Expanding libraries’ application of Mayer’s cognitive theory of multimedia learning

Theimer

2019

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“…Integral to the multimedia principle is the belief that one is able to learn better from a combination of media. For example, learning is improved when pictures (non-verbal) and words (verbal) are used together (Rapchak, 2017;Mayer, 2014 Multimedia learning can be likened to the idiom walk and chew gum at the same time. The similarity here is the idea that it is possible for an individual to do more than one thing at once.…”

Section: Introductionmentioning

confidence: 99%

The Effects of the Multimedia, Modality, and Redundancy Principles in a Computer- Based Environment on Adult Learners

Pastore¹,

Asino²,

Briskin³

2019

Journal of Multimedia Processing and Technologies

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Computer-based training (CBT) has become a common form of instructional delivery in business and educational environments. A standard practice during the design and development of CBT, is to incorporate the multimedia principle to aid learning. However, a recent meta-analysis by Pastore, Briskin, and Asino (2016) revealed that very little research has actually examined the multimedia principle (single vs. multiple representations) on adult learners in a computer-based environment. Instead, much of the research has focused on K-12, used paper and pencil rather than a computer, did not compare single vs multiple representations, or had methodological issues (i.e. did not report the type of knowledge assessed). As a result, the current study examines the multimedia, modality, and redundancy principles in a computer-based environment with adult learners on learning (high-and low-level knowledge) and cognitive load measures. The results of the low (recall) and high (transfer) level learning tasks in this study supported the multimedia principle. Multiple representations were found to better support learning than just one. However, this was not the case for modality or redundancy principles. Learners presented duplicate text and narration or text with optional narration performed just as well as those with no duplication, indicating reverse redundancy. Additionally, the narration and images groups did not outperform text and image groups.

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“…Some authors feel strongly that learning objects can and should engage students at the conceptual level (Dewald 1999a;Reece 2005), while others contend this point (Hrycaj 2005;Lindsay, Cummings, Johnson, & Scales, 2006). Nichols Hess (2014) recommends focusing on the delivery of content over attempts to be humorous or entertaining; other authors suggest that student motivation and engagement could be better secured by including multimedia (Dewald 1999a;Dewald 1999b;Sachs et al 2013) and ensuring that content and activities are as relevant and authentic to real-world applications as possible (Dewald 1999b;Reece 2005;Blummer & Kritskaya 2009;Rapchak 2017). Rapchak (2017) also makes a number of specific recommendations on how to use and combine multimedia elements, including: combining words with pictures and audio with video; avoiding unnecessary animation in favour of static images; omitting anything not essential to learning the content; and using a conversational tone in text and narration.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This trend may be ameliorated somewhat by the high number of authors who stress that online activities should mimic authentic practice, but these loose definitions may in some cases have artificially inflated the numbers of existing learning objects considered to include active learning. Multiple authors do, however, encourage developers to fight technological limitations in order to create activities that genuinely engage students in higher-order skills (Dewald et al 2000;Reece 2005;Rapchak 2017). Reece (2005) specifically recommends strategies for designing learning objects to maximise knowledge transfer.…”

Section: Literature Reviewmentioning

confidence: 99%

“…When structuring learning objects, a large number of authors recommend including a degree of flexibility, so that learners may proceed along different paths based on their level or their choices (Dewald 1999b;Reece 2005;Blummer & Kritskaya 2009;Somoza-Fernández & Abadal 2009;Veldof & Beavers 2001). Another frequent topic of discussion in structure is the need to minimise cognitive load, which multiple authors suggest accomplishing by chunking content or highlighting key terms and concepts, or both (Dewald 1999b;Nichols Hess 2014;Scales, Nicol & Johnson 2014;Rapchak 2017). Many authors also stress the importance of clear navigation and usability (Dewald 1999a;Reece 2005;Blummer & Kritskaya 2009;Somoza-Fernández & Abadal 2009;Veldof & Beavers 2001), and a number also suggest including a list of objectives (Dewald 1999a;Reece 2005;Somoza-Fernández & Abadal 2009;Nichols Hess 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

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Developing online instruction according to best practices

Lierman

Santiago

2019

JIL

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To meet the growing online and face-to-face library instruction needs of a large research university, a team of librarians set out to develop asynchronous online instruction of sufficient quality to supplement and replace classroom teaching. This report describes the best practices that were identified from a review of the literature, the instructional design process that was used to implement these practices in a pedagogically effective way, the results of pilot testing of the instruction, and implications for future practice. The result is a template for development that can be used by other librarians seeking to develop robust, effective, and accessible online learning objects, whether to reach out to online learners or improve the scalability of information literacy instruction.

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Is Your Tutorial Pretty or Pretty Useless? Creating Effective Tutorials with the Principles of Multimedia Learning

Cited by 9 publications

References 14 publications

Expanding libraries’ application of Mayer’s cognitive theory of multimedia learning

Expanding libraries’ application of Mayer’s cognitive theory of multimedia learning

The Effects of the Multimedia, Modality, and Redundancy Principles in a Computer- Based Environment on Adult Learners

Developing online instruction according to best practices

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