1) Five common principles of multimedia learning are questioned, including that it produces more learning than live instruction, is more motivating, accommodates different learning styles, benefits from pedagogical agents, and enhances learning through learner control. 2) While multimedia can reduce learning time, it also risks overloading working memory and reducing student persistence and effort without instructor interaction. 3) Pure discovery learning without instructional support imposes a high cognitive load on novice learners and has not proven more effective than supported instruction.

1. Five Common but Questionable Principles of Multimedia LearningLourdes Arnal De PratsRobert Rivas

2. Principle 1 – Multimedia Instruction Produces More Learning than “Live” Instruction or Other MediaMethod ConfoundingLearning influenced by instructional methods embedded in instructionInstructional Method = any way to shape information that compensates for or supplants the cognitive processes necessary for achievement or motivationAll instructional methods that are necessary for any kind of learning can be presented in a variety of mediaLearning Benefits due to multimedia alone have not been found

3. Principle 1 – Multimedia Instruction Produces More Learning than “Live” Instruction or Older MediaSensory Mode & LearningLearners are often overloaded by distractions in multimedia presentations (animations, video, colorful displays, sounds, music, etc.) – think cognitive load theoryIntegration of visual and narrative descriptions is beneficial to learning, but is not a benefit exclusive to multimedia

4. Principle 2 – Multimedia Instruction is More Motivating than Traditional Instructional Media or Live Instructors3 outcomes of motivation – (1) active choice, (2) persistence, and (3) mental effortInterest Satisfaction = when students choose multimedia courses over traditional courses for convenience purposes – a negative relationship exists between interest and satisfactionMental Effort = many instructional strategies & complex screen displays risk overloading working memoryPersistence = lack of instructor interaction may result in lack of student persistence

5. Principle 2 – Multimedia Instruction is More Motivating than Traditional Instructional Media or Live InstructorsMotivation to choose multimedia vs. motivation to learnStudents expectations of flexibility and ease of learning in multimedia courses may cause reduced effort, and therefore reduced learning.

6. Activity

7. Principle 3 – Multimedia Shares Instruction for Different Learning StylesStudents’ preferred learning method is often insignificant – learning style inventories usually attribute students with different learning stylesStudents regularly learn more in instruction that is not their preferred mediumIncreased instructional support in areas with little prior knowledge reduces risk of cognitive overload

8. Principle 4 - Multimedia Instruction Can Provide Active Pedagogical Agents That Increase Motivation and Aid LearningAgentResearch results are mixed. In some studies the results indicate that motivation and learning is enhanced. Other studies provide confusing findings due to design errors.Well controlled studies provided consistent results: “PPP Persona “agent v. arrows study indicated that cognitive and performance tests were not affected by either media. In conclusion, animated agents do not increase learningLearners may form a social relationship with a computer without the help of an agent

9. Principle 5 - Multimedia Instruction Provides Learner Control and Discovery Pedagogy to Enhance Learning Forty years of research have not proven the efficacy, efficiency, and successful transfer of skills of unstructured and pure discovery learning Instructional support is not needed as much as learners gain mastery of basic knowledge.

10. Principle 5 - Multimedia Instruction Provides Learner Control and Discovery Pedagogy to Enhance Learning Pure discovery learning does not use instructional support; therefore, it imposes large amounts of extraneous cognitive load on novice and intermediate learners. The outcome is more mental effort and less post learning performanceSupported instruction for lower levels of ability students resulted in higher scoresTrashing or Floundering: Students lack of effective approach to interacting with the learning environment which interference with their ability to draw valid or helpful inferences from simulation outcomes.

11. ConclusionsMultimedia is effective in reducing the time required to learn. According to Corbett there was a reduction of 40% learning timeMultimedia is more attractive option for instructionMultimedia advocates emphasis that it is a tool to promote constructivist-based discovery and that it is self paced. Multimedia allows student to navigate between and within lessons.Less time required of expert teachers

12. Education Today & Tomorrow

13. Bad News…Students may be more interested in the technology and their learning is negatively affected by their lack of effort.When students lack prior knowledge they do not seem to benefit from self discovery / unstructured instructionAnimated pedagogical agents do not seem to increase learning. On the contrary they can produce cognitive overload