Brian Mitchell EDTECH 504 Spring 2011

The effective use of multimedia in a constructivist learning environment: An annotated bibliography.

Introduction: Constructivist learning theory has at its base the notion of a student-centered learning environment. One way to achieve such an environment is through the use of interactive multimedia technology. The use of multimedia is not new. It goes back to the days of cognitivism, where dualcoding theory first addressed the ability of the human brain to process visual and narrative stimuli simultaneously. Using both of the brains receptors made for a more effective learning experience, because it reduced the cognitive load on the learner. However, it wasnt until recently that multimedia was able to become an interactive experience, where the learner is able to not just view the multimedia, but also create it themselves, thus helping them achieve higher order constructivist learning. Research shows that multimedia instruction is one of the most effective ways to achieve not only high student knowledge outcomes, but also a high level of student satisfaction.

References: Bruce, D. L. (2008). Visualizing literacy: Building bridges with media. Reading & Writing Quarterly, 24(3), 264-282.

In this article, Bruce looked at the literacy strategies of low-achieving writers. He used a music video project, created by the students to help him understand the composition strategies of these students and how those strategies compare when composing video as opposed to writing. I like

this article, because it looks at low-achieving students. I really think that interactive multimedia is especially useful to such students in achieving a greater amount of learning. This study showed that indeed, multimedia composition can be used to help students become better writers.

Yang, J.C., Huang, Y.T., Tsai, C.C., Chung, C. I., & Wu, Y.C. (2009). An automatic multimedia content summarization system for video recommendation. Journal of Educational Technology & Society, 12(1), 49-61. The authors of this article seek to find a way to recommend video multimedia content for students and educators in a much more efficient way. They note the effectiveness of video instruction, based on the ideas of dual-coding theory and constructivism. However, they also point out the weaknesses inherent in video, which are that there is a tremendous amount of material available, videos are organized in a linear format, meaning the user must weed through lots of extraneous information, and summaries are often just textual in nature.

Land, S. M., & Hannafin, M.J. (2000). Student-centered learning environments. In D.H. Jonassen & S.M. Land (Ed.), Theoretical foundations of learning environments (pp. 1-23). Mahwah, NJ. Psychology Press.

In this article, the authors address the notion of a student-centered learning environment and grounded design. The idea of grounded design is that a design is based on research fundamentals and can be implemented on a wide basis. Student-centered learning is an offshoot of constructivism and means that learning should revolve around the student creating their own learning, as opposed to teacher-centered learning, where the teacher decides what is important and imparts knowledge on the students. Student-centered learning is important in a multimedia

teaching environment, because the research has shown that using multimedia properly can result in an excellent student-centered experience.

Mai Neo, & Tse-Kian Neo. (2009). Engaging students in multimedia-mediated constructivist learning -students' perceptions. Journal of Educational Technology & Society, 12(2), 254-266.

In this article, the authors studied the effectiveness of multimedia projects on student learning and perceptions. The students were assigned a interactive multimedia application using Macromedia Director. They then completed a questionnaire which looked at their perceptions of the project. The results showed that the students had a very favorable view of the project and improved motivation, understanding, and teamwork. The students were able to gain higher-order problemsolving skills and expressed a great deal of satisfaction in their learning. I like this article, because it really helps to show how multimedia projects fit into a constructivist teaching point of view. It also gives concrete evidence about the effectiveness of multimedia on student learning and satisfaction.

Muller, D. A., Sharma, M. D., & Reimann, P. (2008). Raising cognitive load with linear multimedia to promote conceptual change. Science Education, 92(2), 278-296.

In this article, the authors used two different groups of students to measure their learning and perceptions about Newton's first two laws. Group 1 watched a video dialogue with alternative conceptions of the laws, while group 2 also used two additional multimedia treatments. The study found that students showed greater learning and cognitive load than those who simply watched conventional lectures. I like this study, because it combines the cognitive concept of cognitive load with the constructivist concept of interactivity. The study found a higher degree of learning in students who viewed multimedia dialogue and alternative concepts.

Seo, K. K., Templeton, R., & Pellegrino, D. (2008). Creating a ripple effect: Incorporating multimediaassisted project-based learning in teacher education. Theory Into Practice, 47(3), 259-265.

The authors of this study worked with pre-service teachers in and Instructional Technology class. The authors wanted to test the effectiveness of student-centered, multimedia project-based learning in three areas: technology, subject matter, and teaching. The authors first start by quoting research on the effectiveness of multimedia on student learning. They then gave the study subjects eight multimedia projects to complete throughout the semester. These projects included things such as Powerpoint, Moviemaker, FrontPage, Mozilla, virtual field trips, WebQuests, and concept maps. The subjects completed surveys before and after the projects to determine the effectiveness of the projects. The study found increased learning in all three areas. I think this study is well done, because it uses excellent examples of multimedia projects that are both easy to learn and easy to implement in the classroom. I like these projects, because they go a long way to make subject material interesting, increase student learning, and also increase technical skills. From a teaching standpoint, I like how the projects were ones that the teachers could immediately implement with their students, thus making it easier for those teachers to actually put their knowledge to use. I didn't find the results of the study to be surprising at all, as I've long seen the effectiveness of multimedia on student learning.

Wang, T.J. (2009). Educational benefits of multimedia skills training. TechTrends: Linking Research & Practice to Improve Learning, 54(1), 47-57.

In this article, Wang looks at the effectiveness of multimedia teaching techniques on students' professional cognition, operating skills cognition, and level of learning satisfaction. It found no

significant differences in the levels of cognition, but found a large difference in learning satisfaction. This article seems to have the most impact on skill training in a professional environment. However, because of its finding that multimedia training increases learning satisfaction, it ties in very well with the notion of the ARCS model and can at least somewhat be translated into a school environment.

Woojin Lee, & Gretzel, U. (2010). Tourism Students' Mental Imagery Ability: Implications for Multimedia Learning Environments. Journal of Teaching in Travel & Tourism, 10(4), 289-311.

This article looked at tourism students and their abilities to learn using multimedia imagery. That study compared students who only use text from website, versus those who use more immersive systems. The authors were trying to prove that the more immersive systems were more engaging and also help students who have difficulty processing mental imagery. The study also sought to determine if differences in mental imagery ability can be found. This article is good, because it helps to support the cognitive notion of mental imagery. It give concrete support to the differences between students in this ability. The study also helps to support the advantages of more immersive or constructivist multimedia technology.

Zheng, R., McAlack, M., Wilmes, B., Kohler-Evans, P., & Williamson, J. (2009). Effects of multimedia on cognitive load, self-efficacy, and multiple rule-based problem solving. British Journal of Educational Technology, 40(5), 790-803.

In this article, the authors studied over two hundred college students through both interactive and non-interactive multimedia. The goal of the study was to study how effective multimedia is on increasing problem-solving ability. I really like this study, because it gives concrete research in

ways to increase the problem-solving abilities of students. Problem-solving is considered one form of higher order learning, so it is an important outcome in teaching. I think that any study that demonstrates practical ways to increase higher-order student learning is extremely valuable.