Characteristics of Effective Multimedia for Teaching: Applying Cognitive Theories of Multimedia Learning to Complex Content Ann Morrison, PhD Michaela Clemens, MA, CIP Elizabeth McClellan Ribble, PhD Morrison, Clemens, & Ribble, 2015

Why? Interest in communicating complex concepts for learners to view individually on a website Interest in positively impacting viewers’ motivation and feelings about the content Interest in improving learning and affective outcomes in teaching This stuff is really freaking interesting Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015

Cognitive Load Theory Working memory is limited in capacity Overloading working memory reduces learners’ ability to interact with content and encode it into long term memory Extraneous cognitive load – method of presentation Intrinsic cognitive load – difficulty of content Germane cognitive load – learner capacity Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015

Cognitive Theory of Multimedia Learning (CTML) Cognitive load theory applied to multimedia Primarily concerned with minimizing extraneous cognitive load Assumptions Dual channel assumption – visual and auditory input is processed separately Limited capacity assumption – working memory is memory Active processing assumption – information is selected and organized for processing Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015

Cognitive Theory of Multimedia Learning Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015

Cognitive-Affective Theory of Learning with Media (CATLM) Builds on Cognitive Theory of Multimedia Learning The use of visual attention cues, animation, and colors can positively impact motivation, metacognition, and affect for content Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015

Cognitive-Affective Theory of Learning with Media (Moreno, 2006) Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015

Methodology Convenience and snowball sampling of adults with normal or corrected vision and hearing Each participant gets 1 of 6 randomly assigned conditions 9 questions regarding situational interest 10 questions measuring understanding 5 demographic questions 2 open-ended questions Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015

Simultaneous, printed content Serial, printed content Serial, spoken content Without visual attention cuing Condition 1 (control) Resembles a webpage Narrative text White background Condition 3 Powtoon 1-3 sentences presented serially White background Condition 5 Podcast (audio recording) Spoken content only   With visual attention cuing Condition 2 Infographic Text grouped by idea Colored Arrows Representational images Condition 4 Colored background Representational images Condition 6 Spoken content Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015

Sample Affective Questions Addressing coercion and undue influence in research is important to me I lost interest in the information being presented I enjoyed the information presented Respondents indicated agreement with the statements on a 5 point likert scale ranging from strongly agree to strongly disagree Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015

Sample Comprehension Question A patient at a local hospital is approached about being in a research study. The researcher tells the patient that the study is being sponsored by the hospital and patients who do not participate may lose access to the hospital’s health services. This is an example of: Coercion Undue Influence Both coercion and undue influence Neither coercion or undue influence Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015

Here’s what we have so far with the preliminary data for completion rates… Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015

(audio + serial images) Survey Data Conditions Number of Surveys Administered Number of Surveys Completed 1 (control/text) 9 3 2 (infographic) 5 (serial sentences) 12 10 4 (serial images) 14 (audio) 6 (audio + serial images) Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015

Here’s what we are starting to see with the preliminary data for correct responses… Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015

Here’s what we are starting to see with the preliminary data for grabbing and holding attention… Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015

Here’s what we are starting to see with the preliminary data on belief for comprehension… Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015

Discussion: Implications for Teaching How do you use these principles in your instruction? How does the content or instructional objectives impact your use? Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015

Thank you! Ann Morrison, cmorri46@msudenver.edu Michaela Clemens, mcleme17@msudenver.edu Elizabeth McClellan Ribble, emccle3@msudenver.edu Find this presentation at makelearninghappen.com Morrison, Clemens, & Ribble. Teaching and Learning with Technology Symposium, Denver, 2015 Morrison, Clemens, & Ribble, 2015