Research In New Media Learning

A Practical Guide to the Latest
Research on Teaching & Learning
with New Media

Jason Hando
Digital Learning Strategist,
Trainer & Developer
jason@utopiainternet.com

RATIONALE
• Research means evidence for practice
• Teachersdon’t always have
time to analyse & compare
research

• New research being
conducted every week around
world
• Need to stay current with ‘best practice’


BUILDING THE RED DUCATI
OF EDUCATION....

RICHARD E. MAYER

Multimedia Learning, 2nd Edition, 2009

RICHARD E. MAYER

Multimedia Learning, 2nd Edition, 2009

http://www.psych.ucsb.edu/people/faculty/
mayer/publications/publications.php

DEFINING MULTIMEDIA
INSTRUCTION


DEFINING MULTIMEDIA
INSTRUCTION
• Multimedia Instruction = verbal + pictorial presentation
formats


DEFINING MULTIMEDIA
INSTRUCTION
formats

• Verbal = Speech & Printed text


DEFINING MULTIMEDIA
INSTRUCTION
formats


• Pictorial = Static graphics & Dynamic graphics


DEFINING MULTIMEDIA
INSTRUCTION
formats



• Dynamic Graphics = Animation & Video


DEFINING MULTIMEDIA
INSTRUCTION
formats



• Dynamic Graphics = Animation & Video

• “People learn better from words and pictures than from words
alone”

TECHNOLOGY-CENTRED


TECHNOLOGY-CENTRED

• “Video is designed to revolutionize our educational system
and in a few years it will supplant largely, if not entirely, the use
of textbooks.”


TECHNOLOGY-CENTRED

of textbooks.”

• “Itis possible to teach every branch of human knowledge with
video.”


TECHNOLOGY-CENTRED

of textbooks.”

• “Itis possible to teach every branch of human knowledge with
video.”
➡ Thomas Edison 1922


MAYER EVALUATES...

• “I attribute the disappointing results of various technology’s
attempt to tap the potential of visual and worldwide learning
to the technology-centred approach taken by the promoters.
Instead of adapting technology to ﬁt the needs of human
learners, humans were forced to adapt to teh demands of
cutting-edge technologies.”

• Focus on access rather than on helping people learn through
the aid of technology


HUMAN-CENTRED
• Begins with understanding of how the human mind works

• Asks
question: “How can we adapt multimedia to enhance
human learning?”


HUMAN-CENTRED
• Begins with understanding of how the human mind works

• Asks
question: “How can we adapt multimedia to enhance
human learning?”
Design
Starting Point Goal Issues
Approach
Capabilities of How can we use cutting-edge
Technology- Provide access to
multimedia technology in designing multimedia
centred information
technology presentations?

How can we adapt multimedia
Human- How the human mind Aid human
technology to aid human
centred works cognition
cognition?

AUGMENTED REALITY


AUGMENTED REALITY

• Two major phases in the use of computer technology to assist
learning:


AUGMENTED REALITY

learning:

1. Automation - replacing humans on certain tasks. Largely
running out of steam.


AUGMENTED REALITY

learning:

1. Automation - replacing humans on certain tasks. Largely
running out of steam.

2. Augmentation - enhance human performance on various
cognitively complex tasks. Disappointing progress.


MEDIA VS METHOD

• Clark(2001) argued that instructional methods cause learning
but instructional media do not cause learning.

• Moreno and Mayer (2002) have shown that the same
instructional methods have the same effects on learning
regardless of whether the medium is a desktop computer,
nonimmersive virtual reality or immersive virtual reality.

• Focus on the Instructional Methods!


THREE METAPHORS


THREE METAPHORS

1. Multimedia learning as response strengthening


THREE METAPHORS


2. Multimedia learning as information acquisition


THREE METAPHORS


2. Multimedia learning as information acquisition

3. Multimedia learning as knowledge construction


RESPONSE STRENGTHENING

• Multimedia is a drill-and-practice system


INFORMATION ACQUISITION

• Multimedia is an information delivery system


KNOWLEDGE
CONSTRUCTION

• Multimedia is a cognitive aid


THREE METAPHORS
Goal of
Metaphor Deﬁnition Content Learner Teacher
Multimedia

Strengthening Passive recipient Dispenser of Enable drill and
Response
strengthening
or weakening Associations of rewards and rewards and practice; act as a
an association punishments punishments reinforcer

Passive Deliver
Adding
Information Information information; act
acquisition
information to Information information as a delivery
memory provider
receiver vehicle

Building a Provide
Knowledge coherent Active sense- Cognitive cognitive
construction Knowledge guidance; act as
mental maker guide a helpful
structure communicator

LEARNER ACTIVITY

• Behavioural activity (being hands-on) does not guarantee
cognitive activity (cognitive processing) which is the cause of
meaningful learning.

• Well designed multimedia instructional messages promote
active cognitive processing in learners even when they seem
to be behaviourally inactive.


MEASURES OF LEARNING

• Tests
of Retention - being able to remember the steps in the
explanation

• Tests
of Transfer - being able to use the explanation to solve
new problems


EFFECT SIZES

• EStells us how many standard deviations of improvement in
transfer test performance were obtained by implementing a
particular design feature

• 0.8 ES is considered large

• 0.5 is considered medium

• 0.2 is considered small


DESIGN FEATURES
Vary the way lesson presented, same content

Spatial
Coherence Signaling Redundancy
Contiguity

Temporal
Segmenting Pre-training Modality
Contiguity

Multimedia Personalization Voice Image


HOW LIGHTENING STORMS
DEVELOP
Lightening can be deﬁned as the discharge of electricity
resulting from the difference in electrical charges between the
cloud and the ground. When the surface of the earth is warm,
moist air near the earth’s surface becomes heated and rises
rapidly, producing an updraft. As the air in these updrafts
cools, water vapor condenses into water droplets and forms
cloud..... Within the cloud, the moving air causes electrical
charges to build, although scientists do not fully understand
how it occurs.


DEVELOP Downdrafts
Positively charged
particles
Ice Crystals Freezing Level Hailstones Freezing Level + + +
Water Droplets Raindrops - - -
-
Negatively
Updrafts Updrafts charged particles
+
+
Warm Moist Air Wind Gusts +

1. Warm moist air rises, water 2. Raindrops and ice crystals 3. Negatively charged particles
vapor condenses and forms a drag air downward fall to the bottom of the cloud
cloud

+ + + + + +
- - - - - -
- -
Stepped Return stroke
Branches leader
+ +
+ +
Upward-moving
leader + +
4. Two leaders meet, negatively 5. Positively charged particles
charged particles rush from the from the ground rush upward
cloud to the ground along the same path jason@utopiainternet.com

DEVELOP


EXTRANEOUS PROCESSING
OVERLOAD
• Cognitive processing of extraneous material in a lesson is so
demanding that there is little or no remaining cognitive
capacity to engage in essential or generative processing.

• Essential
Cognitive Processing is processing during learning
that serves to represent the essential material. (selecting)

• GenerativeCognitive Processing is processing during learning
aimed at making sense of the essential material and is caused
by the motivation of the learner. (organising & integrating)

FIVE WAYS TO REDUCE
EXTRANEOUS PROCESSING
Principle Description

Coherence Delete extraneous words, sounds, or graphics

Signaling Highlight essential words or graphics
Delete redundant captions from narrated
Redundancy
animation
Place essential words next to corresponding
Spatial Contiguity
graphics on the screen or page
Present corresponding words and pictures
Temporal Contiguity
simultaneously

SPATIAL CONTIGUITY

• Screen real-estate is limited, as is page space for worksheets

• Halfof space in science textbooks used for graphics, half used
for words (Levin & Mayer 1993)


DEVELOP
1. Warm moist air rises, water Downdrafts
Positively charged
vapor condenses and forms a particles
cloud Ice Crystals Freezing Level Hailstones Freezing Level + + +
2. Raindrops and ice crystals
-
drag air downward
Negatively
3. Negatively charged particles Updrafts Updrafts charged particles
fall to the bottom of the cloud +
+
4. Two leaders meet, negatively Warm Moist Air Wind Gusts +
charged particles rush from the
cloud to the ground
5. Positively charged particles + + + + + +
from the ground rush upward
along the same path - - - - - -
- -
Branches leader
+ +
+ +
Upward-moving
leader + +


DEVELOP Downdrafts
Positively charged
particles
Ice Crystals Freezing Level Hailstones Freezing Level + + +
-
Negatively
Updrafts Updrafts charged particles
+
+
Warm Moist Air Wind Gusts +
3. Negatively charged
1. Warm moist air rises, water 2. Raindrops and ice crystals
particles fall to the bottom of
vapor condenses and forms a drag air downward
the cloud
cloud

+ + + + + +
- - - - - -
- -
Branches leader
+ +
+ +
Upward-moving
leader + +
4. Two leaders meet, negatively 5. Positively charged particles
charged particles rush from from the ground rush
the cloud to the ground upward along the same path jason@utopiainternet.com

MULTIMEDIA LEARNING
1. Coherence Principle: People learn better extraneous words,
pictures and sounds are excluded rather than included (0.97 ES)
2. Signaling Principle: People learn better when cues that highlight
the organisation of the essential material are added (0.52 ES)
3. Redundancy Principle: People learn better from graphics and
narration than from graphics, narration and on-screen text (0.72 ES)
4. Spatial Contiguity Principle: People learn better when
corresponding words and pictures are presented near rather than far
from each other on the page or screen (1.19 ES)
5. Temporal Contiguity Principle: People learn better when
corresponding words and pictures are presented simultaneously
rather than successively (1.31 ES)
Richard E. Mayer, Caimbridge University Press, 2009 (p267-268)

MULTIMEDIA LEARNING
6. Segmenting Principle: People learn better when a multimedia
lesson is presented in user-paced segments rather than as a
continuous unit (0.98 ES)
7. Pre-Training Principle: People learn better from a multimedia
lesson when they know the names and characteristics of the main
concepts (0.85 ES)
8. Modality Principle: People learn better from graphics and
narration than from animation and on-screen text (1.02 ES)
9. Multimedia Principle: People learn better from words and
pictures than from words alone (1.39 ES)
10. Presentation Principle: People learn better from multimedia
lessons when words are in conversational style rather than formal
style (1.11 ES)

MULTIMEDIA LEARNING

11.Voice Principle: People learn better when the narration in
multimedia lessons is spoken in a friendly human voice rather than a
machine voice (0.78 ES)
12. Image Principle: People do not necessarily learn better from a
multimedia lesson when the speaker’s image is added to the screen
(0.22 ES)


SEPARATED VS INTEGRATED
Ice Crystals Freezing Level Ice Crystals Freezing Level

Water Droplets Water Droplets
1. Warm moist air rises,
water vapor condenses
and forms a cloud
Updrafts Updrafts

Warm Moist Air
Warm Moist Air

1. Warm moist air rises, water
vapor condenses and forms a
cloud

Seperated Integrated


• RESEARCH PAPER: Saying the wrong thing: improving learning
with multimedia by including misconceptions, D.A. Muller,* J.
Bewes,* M.D. Sharma* & P. Reimann, School of Physics,
University of Sydney, New South Wales, Australia †Faculty of
Education and Social Work, University of Sydney, New South
Wales, Australia


• RESEARCH PAPER: Using mobile communication technology
in high school education: Motivation, pressure, and learning
performance


Research In New Media Learning

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