Multimedia Learning

Niegemann, Helmut M.; Heidig, Steffi

doi:10.1007/978-1-4419-1428-6_285

Cited by 16 publications

(11 citation statements)

References 6 publications

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“…The simultaneous activation of the verbal and nonverbal systems fosters learning. Notably, learning from a combination of sensory modalities (i.e., visual, auditory, kinaesthetic) is also referred to as multimodal learning (e.g., Massaro, 2012;Niegeman & Heidig, 2012).…”

Section: Principles Of Multimedia and Multimodal Learningmentioning

confidence: 99%

“…One of the most important principles of multimedia learning is the redundancy principle, which suggests that redundant material (i.e., material that is concurrently presented in different forms or unnecessarily elaborated) interferes with learning (Kalyuga & Sweller, 2014). According to this principle, "[P]eople learn better from graphics and narration than from graphics, narration, and printed text" (Niegeman & Heidig, 2012, p. 2374. Duplication of the same information may overload working memory, inhibiting comprehension and learning (Kalyuga & Sweller, 2014).…”

Section: Principles Of Multimedia and Multimodal Learningmentioning

confidence: 99%

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Young Learners’ Processing of Multimodal Input and Its Impact on Reading Comprehension

Pellicer‐Sánchez¹,

Tragant

Conklin

et al. 2020

Stud Second Lang Acquis

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Theories of multimedia learning suggest that learners can form better referential connections when verbal and visual materials are presented simultaneously. Furthermore, the addition of auditory input in reading-while-listening conditions benefits performance on a variety of linguistic tasks. However, little research has been conducted on the processing of multimedia input (written text and images) with and without accompanying audio. Eye movements were recorded during young L2 learners’ (N = 30) processing of a multimedia story text in reading-only and reading-while-listening conditions to investigate looking patterns and their relationship with comprehension using a multiple-choice comprehension test. Analysis of the eye-movement data showed that the presence of audio in reading-while-listening conditions allowed learners to look at the image more often. Processing time on text was related to lower levels of comprehension, whereas processing time on images was positively related to comprehension.

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Section: Principles Of Multimedia and Multimodal Learningmentioning

confidence: 99%

Section: Principles Of Multimedia and Multimodal Learningmentioning

confidence: 99%

Young Learners’ Processing of Multimodal Input and Its Impact on Reading Comprehension

Pellicer‐Sánchez¹,

Tragant

Conklin

et al. 2020

Stud Second Lang Acquis

View full text Add to dashboard Cite

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“…The term "multimedia" in its current definition emerged at the end of the 1980s and was adapted from marketing into educational psychology [11]. Multimedia technology is a technology using computer to deal with the information of texts, graphics, images, sounds, animations and videos to establish logic relations and interaction between human and computer [12]. On the basis of this definition, we employed two influential theoretical multimedia-learning frameworks and a theoretical model to examine the research questions and hypotheses of this study.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Effects of Multimedia-Assisted Learning on Learning Behaviors and Student Knowledge in Physical Education Lessons: Using Basketball Game Recording as an Example

Kao¹,

Luo²

2020

Int. J. Emerg. Technol. Learn.

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The purpose of this study was to create a multimedia learning environment for use in PE lessons and to determine the effects of a traditional learning environment versus a multimedia learning environment on students’ learning behaviors and knowledge. This study had a pretest–posttest quasiexperimental design. The control and experimental groups comprised students at a Taiwanese university who were taught using the traditional teaching method (TT group; 48 students) and TMA (TMA group; 47 students). The pretest and posttest comprised the Learning Behavior Scale in Physical Education and a test questionnaire that assessed the students’ knowledge of basketball game recording methods through 32 multiple-choice questions. The teaching procedure lasted 4 weeks and covered various aspects of the rules of basketball, including the methods of recording basketball game scores. Differences between the groups were determined using various statistical tests. The students’ learning behaviors and knowledge of basketball recording methods were discovered to be significantly improved in both groups at the posttest. However, the TMA group outperformed the TT group, enhancing the students’ learning behaviors and knowledge to a greater degree. Overall, a combination of TT and TMA may have the most beneficial effect on students’ cognition and learning. Teachers should take their students’ current cognitive development into consideration when designing course materials.

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“…The final version is available at: https://doi.org/10.1016/j.envsoft.2018.09.013 © 2018 Elsevier Ltd. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/) Aubert, Lienert (Massaro, 2012;Niegemann and Heidig, 2012). This could facilitate new information processing, in turn increasing the feeling of competence/mastery.…”

Section: On Gamificationmentioning

confidence: 99%

Gamified online survey to elicit citizens’ preferences and enhance learning for environmental decisions

Aubert

Lienert

2019

Environmental Modelling & Software

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Multi-Criteria Decision Analysis (MCDA) requires a critical step, namely to elicit individual preferences. On the basis of learning theories, we formalize preference construction as learning about facts and values, and as a process; we also conceptualize an online preference elicitation survey that offers learning loops to increase factual learning and support preference construction. Another originality is gamification. Game elements (a narrative and non-player characters as motivational affordance) keep respondents engaged in the demanding task of weight elicitation. Our tool enables broad public participation in MCDA, allowing reliable online preference elicitation. The survey concept was tested with 107 students and a control treatment. Quantitative and qualitative data indicate that the concept works. Participants' factual knowledge increased. The survey helped students to learn about their own preferences concerning the importance of objectives. The practical implication is that weighting can be reliably elicited by online surveys. Participants reported a positive experience; further ways to improve it are thoroughly discussed.

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Multimedia Learning

Cited by 16 publications

References 6 publications

Young Learners’ Processing of Multimodal Input and Its Impact on Reading Comprehension

Young Learners’ Processing of Multimodal Input and Its Impact on Reading Comprehension

Effects of Multimedia-Assisted Learning on Learning Behaviors and Student Knowledge in Physical Education Lessons: Using Basketball Game Recording as an Example

Gamified online survey to elicit citizens’ preferences and enhance learning for environmental decisions

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