Running head: MULTIMEDIA AND A LEARNER-CENTERED APPROACH

Multimedia and a Learner-Centered Approach Griselle Arrieta-Rose California State University Monterey Bay

IST524 Instructional Technology Professor Su December 15, 2013

MULTIMEDIA AND A LEARNER-CENTERED APPROACH

The use of multimedia in the classroom is a current instructional technology trend, which provides educators with important considerations regarding the most effective tools available to support student learning. The utilization of multimedia to support instructional goals in the classroom is rapidly becoming a well-embraced learning tool by educators. However, a careful consideration of a learner-centered approach versus a technology-centered approach by instructional designers is paramount in order to create instruction that both builds upon the learners natural learning process and utilizes multimedia to serve the needs of learners instead of requiring learners needs to adapt to the latest technology trends available (Reiser, 2012). Consequently, instructional designers must consider current research and evidence-based practice regarding dual-processing theory, cognitive processing and cognitive load theory if they are to utilize a learner-centered approach that addresses the needs of the learner. According to dual-processing theory, a learner processes the visual aspects of instruction in visual working memory and the auditory aspects of instruction in auditory working memory (Mayer, 1998). Thus, the use of multimedia in the classroom must support learning within the parameters of working memory (cognitive load) in order to allow the appropriate cognitive process to take place, including the selection, organization and integration of information into long-term memory. Moreover, instruction must provide the appropriate amount of cognitive load so as not to over-saturate learners working memory and thus hinder connections to prior and new knowledge (Reiser, 2012). Furthermore, an effective consideration of this research and evidence will provide the instructional designer with a student-centered approach that best integrates the use of multimedia to support student learning. An examination of multimedia, specifically visuals, provides significant information regarding the value of this media and its most effective usage. In a case study regarding car

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brakes, Mayer and Gallini (1990) concluded that the use of explanative illustrations improved the learners explanative recall and problem solving skills. Furthermore, Mayer and Gallinis case study (1990) found that learners indeed benefit from the use of visuals when the instructional designer utilizes a student-centered approach with four important components: appropriate text, appropriate assessments, appropriate illustrations and appropriate learners, each of which is specifically geared toward the instructional goal. The successful use of multimedia, such as visuals, is therefore contingent on its appropriate adaptation by the instructional designer to the instructional goals. Mayer and Chandlers (2001) research regarding the use of simple user interaction, which involves user control over the narration and illustrations of a multimedia explanation, is another example of a learner-centered approach that seeks to utilize visuals to support student learning. Mayer and Chandlers research challenges recent technology-based approaches that utilize multimedia such as computer animation or video without consideration of the cognitive load presented to learners. Conventional computer-based animation tends to present information in a continuous manner such as that the entire system is displayed without any breaks. We propose that simple user interaction has two important effects on the learning process: It (a) reduces the learners cognitive load on working memory, (b) thereby enabling the learner to progressively build a coherent mental model. Previous multimedia research has shown that when many learning elements need to be processed and related simultaneously, as in the case with narrated animations of cause-and-effect systems, cognitive load becomes high and understanding of complex concepts can be hindered (Mayer, Chandler, 2001).

MULTIMEDIA AND A LEARNER-CENTERED APPROACH Therefore, Mayer and Chandlers research contends that multimedia must be utilized appropriately by taking into consideration the constraints of working memory and the possible adverse consequences of an indiscriminate utilization of computer animation in instructional design. Thus, Mayer and Chandlers learner-centered approach confirmed cognitive load theorys emphasis on a part-then-whole learning process in which a small amount of user interactivity with the media allowed learners to select and organize incoming information and finally build a mental model of the cause-and-effect system presented in the instruction.

Hence, Mayer and Chandlers research sheds light on the complicatedness of multimedia use for learning. An examination of popular weblogs relating to the use of multimedia to support student learning provides important information regarding the need to consider student-learner approaches and cognitive processing when working on instructional design. For example, a recent weblog by Iowa Public Television is indicative of current trends regarding the use of multimedia and student learning styles: Multimedia resources can help you meet the needs of your students. Your visual learners may learn best with a short video, while your auditory learners may prefer an audio clip or podcast, and your bodily-kinesthetic learner may succeed with an online interactive (2011). However, Reiser argues that the instructional designer must consider a more constrained view that places student learning and evidence-based practice above the latest popular trends and technological innovations. Specifically in regards to matching students learning styles with lesson design, Reiser cites research performed by Kratzig and Arbuthnott (2006) and Massa and Mayer (2006) to affirm that people learn through the utilization of all three modalities, including

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visual, auditory, or kinesthetic and therefore, no conclusive evidence exists that people only learn through their self-chosen modality (Reiser, 2012). Furthermore, Reiser (2012) argues that when learners have benefited from the use of visuals, research suggests that this impact is not necessarily aligned with learning styles but with learners prior knowledge, and as a result, once again illustrates the importance of considering cognitive processing and prior knowledge in instructional design. Reiser (2012) cites a case study by Brewer, Harey, and Semmler (2004), which demonstrated the expertise reversal effect. Visuals indeed supported novices in the comprehension of legal instruction, yet experts comprehended the instruction at similar levels with only audio instructions and without visuals. Consequently, Reisers quoted research and arguments substantiate the importance of considering the role of cognitive processing and prior knowledge in instructional design and critically engaging in a careful analysis about the possible benefits of the chosen multimedia for any given instructional design plan. Popular online teaching weblogs such as Global Grid for Learning contend that learning activities may be scaffolded by videos and online games (Schroeder, 2010). Though the aforementioned statement may seem comprehensively correct and widely accepted, cognitive load and working memory research suggest in many cases, a richer representation may overload working memory capacity or may cause the learner to attend to irrelevant features of the presentation and thereby make understanding more difficult (Reiser, 2012). Irrelevant features may be emotionally interesting features that spark learner interest yet do not necessarily lead to learning. Reisers (2012) position is corroborated by Harp and Mayers (1998) case study regarding seductive details and the cognitive process. Both researchers found that seductive details, that is, emotionally interesting adjuncts, arouse the readers interest yet do not lead to

MULTIMEDIA AND A LEARNER-CENTERED APPROACH greater comprehension of the materials presented to them. Their experiments concluded that seductive details provide learners with both an inappropriate context for organizing the material and with irrelevant information that consequently hindered learning. Therefore, an attentive analysis of the multimedia selected is necessary to create an instructional design plan that is authentically indicative of a student-centered approach and does not overload the learners cognitive process. A careful consideration of dual-processing theory, cognitive processing and cognitive load provide instructional designers with a critical platform from which to base their instructional design choices. Effective instructional design adopts a learner-centered view of instruction that accommodates the limits and leverages the strengths of human memory and maintains a skeptical perspective on the learning panaceas claimed for the latest technological innovation (Reiser, 2012). The research and case studies presented illustrate the need for instructional designers to consider the rationale behind their usage of multimedia in their instructional design plans. Instructional designers must foremost consider the needs of the learner and question any widespread rhetoric about the indiscriminate and all-inclusive use of multimedia in lesson design. Finally, instructional designers must critically examine available research on the effects of multimedia in order to adopt a critical perspective that supports evidence-based practices and a learner-centered approach.

MULTIMEDIA AND A LEARNER-CENTERED APPROACH References: Brewer, N., Harey, S., & Semmler, C. (2004). Improving comprehension of jury instructions with audio-visual presentation. Applied Cognitive Psychology, 18, 765-776. Harp, S.F, Mayer, R.E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414-434. Iowa Public Television. (2011, August 30). Why should you use multimedia in the classroom? [Weblog]. Retrieved from

http://www.iptv.org/classroom/story.cfm/story/8685/ed_20110829_why_should_you_use _multimedia Massa, L.J., Mayer, R.E. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style? Learning and Individualized Differences, 16, 321-336. Mayer, R.E, Chandler, P. (2001). When learning is just a click away: Does simpler user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 82, 390-397. Mayer, R.E, Gallini, J.K. (1990). When is an illustration worth ten thousand words?. Journal of Educational Psychology, 82, 715-726. Kratzig, G.P, Arbuthnott, K.D. (2006). Perceptual learning style and learning proficiency: A test of the hypothesis. Journal of Educational Psychology, 98, 238-246. Reiser, R., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology. (3rd ed.). Boston: Allyn & Bacon. Schroeder B. (2010, August 4). 10 reasons to use multimedia in the classroom. [Weblog]. Retrieved from http://www.globalgridforlearning.com/10-reasons-to-use-multimedia-in-the-classroom