Multimedia & Design

 During this class we will discuss….  The definition of multimedia  The multimedia principle  Design guidelines for multimedia development  During this class we will discuss….  The definition of multimedia  The multimedia principle  Design guidelines for multimedia development

What is Multimedia?

Definition of Multimedia  A combination of both words and pictures that support learning (knowledge construction)  Verbal = words, text, narration  Non Verbal = images, graphs, icons  A combination of both words and pictures that support learning (knowledge construction)  Verbal = words, text, narration  Non Verbal = images, graphs, icons.

Multimedia Principle  A combination of words and pictures is better for learning than from words alone  Theories behind multimedia learning  Dual Coding  Initial Memory Trace, Short, & Long Term Memory  Cognitive Load  7 units +/- 2 (Miller, 1956)  A combination of words and pictures is better for learning than from words alone  Theories behind multimedia learning  Dual Coding  Initial Memory Trace, Short, & Long Term Memory  Cognitive Load  7 units +/- 2 (Miller, 1956).

Dual Coding.

Split Attention Principle  Learners should not split their attention between representations, otherwise cognitive load is increased  Modality Principle - Words and Pictures better than text and pictures  Learners should not split their attention between representations, otherwise cognitive load is increased  Modality Principle - Words and Pictures better than text and pictures.

Example - Split Attention Principle  The heart is divided longitudinally into two halves by the Septum. The two halves may be compared to a block of two houses, which are independent of each other but have a common wall, the Septum, between them..

Redundancy Principle  Presenting the same information two times increases cognitive load and interferes with learning  2 types of media  Text and Sound  Text with summary  Presenting the same information two times increases cognitive load and interferes with learning  2 types of media  Text and Sound  Text with summary.

Coherence  Irrelevant information can decrease learning and increase cognitive load.

Spatial & Temporal Contiguity  Presented words and images on separate pages can increase cognitive load  Representation holding  Presented words and images on separate pages can increase cognitive load  Representation holding.

Example - Spatial & Temporal Contiguity.

 The heart is divided longitudinally into two halves by the Septum. The two halves may be compared to a block of two houses, which are independent of each other but have a common wall, the Septum, between them..

Signaling  Inserting cues to important information can reduce cognitive load  Metacognitive strategies  Self Regulation  Reflection  Advance Organizers  The heart is divided longitudinally into two halves by the Septum. The two halves may be compared to a block of two houses, which are independent of each other but have a common wall, the Septum, between them.  Inserting cues to important information can reduce cognitive load  Metacognitive strategies  Self Regulation  Reflection  Advance Organizers  The heart is divided longitudinally into two halves by the Septum. The two halves may be compared to a block of two houses, which are independent of each other but have a common wall, the Septum, between them..

Interactivity Effect  Allowing learners to control the pace of instruction and animation improves learning performance  Next, back, replay buttons  Allowing learners to control the pace of instruction and animation improves learning performance  Next, back, replay buttons.

Other Design Considerations  Busy Background  Rule of thirds  Audience  Client  Money $$$$  And there are many more…..  Busy Background  Rule of thirds  Audience  Client  Money $$$$  And there are many more…...

Busy Backgrounds Bad Good.

Rule of Thirds  Important parts of the image should correspond to the 9 sections.

Audience  Who is your audience?  Kids?  Adults?  Parents?  Corporate Clients?  Teachers?  Union Workers?  Who is your audience?  Kids?  Adults?  Parents?  Corporate Clients?  Teachers?  Union Workers?.

To Recap….  What is???????  Multimedia  Dual Coding  Cognitive Load  The Multimedia Principle - Design Considerations  What is???????  Multimedia  Dual Coding  Cognitive Load  The Multimedia Principle - Design Considerations