1. CHAPTER 4
APPLYING THE MULTIMEDIA PRINCIPLE
JACQUELYN D. BRUMBELOW, DOREA M. HARDY, KAREN R. PAULINO

2. AGENDA:
Do Visuals Make a Difference?
Multimedia Principle: Include Both Words & Graphics
Some Ways to Use Graphics to Promote Learning
Psychological Reasons for the Multimedia Principle
Evidence for Using Words & Pictures
The Multimedia Principle Works Best for Novices
Should You Change Static Illustrations into Animations?

3. DO VISUALS MAKE A DIFFERENCE?
Based on Cognitive Theory of Multimedia Learning and
other research evidence, we need all cognitive processes
(dual channel, limited capacity, active processing
principles) for meaningful learning
Adapted from Mayer, 2005

4. Words (printed, spoken)
Quick and Inexpensive
Words + visuals (static, animated)
Takes longer, cost more
WHICH DESIGN IS MORE EFFECTIVE?

5. MULTIMEDIA PRINCIPLE:
INCLUDING BOTH WORDS & GRAPHICS
People are more likely to understand material when they can
engage in all cognitive processes – selecting words and images,
organizing them, and integrating them with existing
knowledge.
Clark & Mayer, 2011

6. WORDS
 Printed text: words printed on
the screen (read)
 Spoken text: words presented
as speech (listen)
MULTIMEDIA
Words + Graphics
GRAPHICS
 Static illustrations: drawing,
charts, maps, photos
 Dynamic graphics: animation,
video
Dual Channels Principle – learners have separate channels that process verbal and pictorial material
Visuals – support psychological engagement in absence of behavioral activity (Engagement Matrix)

7. Covert with
visual + words
EXAMPLE: EXCEL TRAINING COURSE
• Engaging Learner in Relevant Cognitive Processing
• Attention to relevant material in lesson
• Mental organization of material into coherent cognitive representation
• Mental integration of material with existing knowledge

8. SELECT GRAPHICS THAT SUPPORT LEARNING
Some simple tire pumps have the inlet valve
on the piston and the outlet valve at the
closed end of the cylinder. A bicycle tire
pump has a piston that moves up and down.
Air enters the pump near the point where
the connecting rod passes through the
cylinder. As the rod is pulled out, airs passes
through the piston and fills area between
the piston and the outlet valve. As the rod is
pulled in, the piston forces air through the
outlet valve.
Decorative Graphics
Adds aesthetic appeal or for humor
For riders above 180 lbs, inflate to maximum pressure indicatedon tire sidewall. For riders below 110 lbs,
inflate to minimum pressure indicatedon tire sidewall.
Relational Graphics
Show quantitative relationships among content
Representational Graphics
Illustrate appearance of an object
Bicycle Tire Pump
Fig. 1

9. Organizational Graphics
Depict the relations among elements
Transformational Graphics
Depict changes in an object over time
Interpretive Graphics
Illustrate invisible relationships
Parts of a bicycle
Video:
How to fix a
flat tire
How to use a
patch kit to repair
a tube. Also
demonstrates how
to remove and
install a tire.
PLAY

10. GRAPHICS TO TEACH CONTENT TYPES
Facts
Unique & Isolated
information such as
specific application
screens, forms, or
product data
Useful Graphic Type:
Representational,
Organizational
Concepts
Categories of objects,
events, or symbols
designated by a single
name
Useful Graphic Type:
Representational,
Organizational,
Interpretive
Process
A description of how
something works
Useful Graphic Type:
Transformational,
Interpretive,
Relational

11. GRAPHICS TO TEACH CONTENT TYPES
Procedure
A series of steps
resulting in completion
of a task.
Useful Graphic Type:
Transformational
Principle
Guidelines that result
in completion of a task;
cause-and-effect
relationships
Useful Graphic Type:
Transformational,
Interpretive

12. GRAPHICS CAN ALSO …
• Be Topic Organizers – when graphics “serve an organizational function by showing
relationships among topics in a lesson” (p. 77).
• Show Relationships – “In the form of dynamic and static graphs [graphics] can make
invisible phenomena visible and show relationships” (p. 78).
• Be Lesson Interfaces – “Courses designed using a guided discover approach often use
a graphical interface as a backdrop to present case studies” (p. 78).
(Clark & Mayer, 2011)

13. PSYCHOLOGICAL REASONS
Information Acquisition
• Teaching = presenting information
• Learning = acquiring information
• Format of information unimportant
Knowledge Construction
• Teaching = fostering appropriate
cognitive processing
• Learning = process of active sense-
making
• Words + Graphics = engagement
and active learning

14. EXAMPLE: INFORMATION ACQUISITION
• Waltz - Box Step (Male)
1. Bring feet together
2. Step forwards with left foot
3. Step to right side with right foot
4. Bring feet together
5. Step backwards with right foot
6. Step to left side with left foot
7. Bring feet together
8. To continue redo process from start
Source: http://en.wikipedia.org/wiki/Box_Step#Box_Step_in_Waltz

15. EXAMPLE: KNOWLEDGE CONSTRUCTION
• Waltz - Box Step (Male)
1. Bring feet together
2. Step forwards with left foot
3. Step to right side with right foot
4. Bring feet together
5. Step backwards with right foot
6. Step to left side with left foot
7. Bring feet together
8. To continue redo process from start
Source: http://en.wikipedia.org/wiki/Box_Step#Box_Step_in_Waltz
"RumbaBasicBoxStep" by AaronOReilly - Own work. Licensed under CC BY 3.0 via Wikimedia Commons –
http://commons.wikimedia.org/wiki/File:RumbaBasicBoxStep.JPG#mediaviewer/File:RumbaBasicBoxStep.JPG

16. EVIDENCE FOR USING WORDS & PICTURES
• The multimedia effect
"People learn more deeply from
words and graphics than words
alone." (p. 81)
• Multimedia Principle can apply to:
• Computer-based simulations and
games
• Organizational Visuals
• Video Examples

17. MULTIMEDIA AND THE NOVICE
• Novices learn better from text and illustration
• supported by knowledge construction
• Experienced learners are able to create mental
images
• can learn from either primarily text or
pictures
• don't benefit from both

18. STATIC ILLUSTRATIONS VS ANIMATIONS
• Evidence supports using static illustration when:
• animating the illustration as part of the learning process
• doesn't overload learner
• Animations are helpful when:
• procedural learning
• motor skills
• reveal or showing a phenomenon

19. TEST YOURSELF

20. GRAPHICS AND TEXT ARE NECESSARY TO FACILITATE
LEARNING WHEN YOU ARE VERY EXPERIENCED WITH THE
CONTENT?
• TRUE
• FALSE

21. THE FINDING KNOWN AS THE MULTIMEDIA EFFECT:
A. Suggests that people learn more deeply words
alone than from words and graphics combined.
B. Applies to computer-based simulations.
C. Applies to organizational visuals.
D. Applies to video examples.

22. ATTEMPTING TO FOSTER APPROPRIATE COGNITIVE
PROCESSING IN THE LEARNER IS USING WHAT APPROACH TO
EDUCATION?
A. Response Strengthening
B. Information Acquisition
C. Knowledge Construction