Multimedia, Cognitive Load and Pedagogy

Doolittle, Peter E.; McNeill, Andrea L.; Terry, Krista P.; Scheer, Stephanie B.

doi:10.4018/978-1-59140-393-7.ch010

Cited by 5 publications

(3 citation statements)

References 37 publications

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“…Students should not have to read large amounts of information from the screen. If extensive reading is required, make this available in a form that does not need to be read on screen -i.e., in an additional printable document (Clark &Mayer, 2003;Doolittle et al, 2005). Figure 1 illustrates how a PDF document is provided in the multimodal (transmodal) learning environment, providing the opportunity for students to print their learning materials, if they prefer, as opposed to having to read from the screen.…”

Section: Multimodal Design Heuristicsmentioning

confidence: 99%

“…This may be achieved by the use of a vibrant voice or multiple voices. More visual material should also be integrated into this style of presentation to reinforce concepts and allow students to concentrate on something which complements the voice (Doolittle et al, 2005).…”

Section: Heuristic 12mentioning

confidence: 99%

“…Thus, when materials are delivered in this way students may become more self-directed, interacting with the various elements housed in these environments. Therefore, depending upon their predominant learning style, students may self-select the learning object or representation that best suits their modal preference (Doolittle, McNeill, Terry, & Scheer, 2005).…”

Section: Multimodal Deliverymentioning

confidence: 99%

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How to Develop 15 Multimodal Design Heuristics in 3 Easy (Not) Lessons

Sankey¹

2007

International Journal of Pedagogies and Learning

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The necessity to establish a range of pedagogically sound delivery guidelines for the development of multimodal learning environments is proposed in this paper. To support this discussion a summary of findings from four research projects investigating three multimodal learning environments delivered at the University of Southern Queensland is used. These findings were also used to help refine a set of 15 multimodal design heuristics (or rules of thumb) to be considered when designing multimedia enhancements for learning environments. In proposing these heuristics, this paper attempts to contextualise the importance of multimodal delivery and considers how catering for a multiliterate clientele, by using a combination of multimedia enhancements, may improve the learning opportunities of students. The studies described in this paper also demonstrate that higher levels of student engagement are possible when using a range of multimedia enhancements in learning environments, whilst also maintaining a balance for more traditional learners.

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Section: Multimodal Design Heuristicsmentioning

confidence: 99%

Section: Heuristic 12mentioning

confidence: 99%

Section: Multimodal Deliverymentioning

confidence: 99%

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How to Develop 15 Multimodal Design Heuristics in 3 Easy (Not) Lessons

Sankey¹

2007

International Journal of Pedagogies and Learning

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Effects of teaching a computer programming language via hybrid interface on anxiety, cognitive load level and achievement of high school students

Ünal

Topu

2021

Educ Inf Technol

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Digital and Physical Fabrication as Multimodal Learning

Richard

Giri

2019

ACM Trans. Comput. Educ.

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This article proposes and explores the kinds of computational thinking, creative practices, design activities, and inclusive learning opportunities provided to diverse high school youth when designing integrated systems through simultaneously physically and digitally responsive wearable games and systems. Previous work in this area, conducted by Richard, coined the term “bidirectionally responsive design” (BRD) to describe the design of dual-feedback systems using multiple digital and physical interfaces. BRD also emphasizes using simplified fabrication tools, media and coding platforms, and microcontrollers common in youth content creation communities and makerspaces. This study provides a framework to analyze computational concepts, practices, and perspectives that leverage an integrated systems and multimodal learning approach, such as BRD, adding to, building on, and integrating previous analytic approaches to looking at Scratch coding, media design, physical computing and e-textiles. Using a detailed case study of one team during one of the early workshop iterations, we conduct a multimodal analysis of bidirectionally responsive making activities and discuss the ways that they present novel understanding of integrating diverse interests and encouraging collaborative and distributed computational thinking. We further examine how BRD operationalizes and extends multimodal learning theory by adding tangible and integrative dimensions as additional modalities learners can leverage to facilitate meaning making, metacognition, and agency. We also discuss how designing integrated systems, as facilitated through BRD, provides an opportunity to engage in authentic practices around the design of complex systems.

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Multimedia, Cognitive Load and Pedagogy

Cited by 5 publications

References 37 publications

How to Develop 15 Multimodal Design Heuristics in 3 Easy (Not) Lessons

How to Develop 15 Multimodal Design Heuristics in 3 Easy (Not) Lessons

Effects of teaching a computer programming language via hybrid interface on anxiety, cognitive load level and achievement of high school students

Digital and Physical Fabrication as Multimodal Learning

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