Jeff Toorongian EDTECH504_SU2010 Annotated Bibliography Multimedia Instruction and Associated Learning Theories in the Online Learning Environment:

An annotated bibliography Introduction The articles contained in this annotated bibliography reflect research on the use of multimedia content as either a supplement to, or the primary method of instructional delivery for online courses. The authors review the cognitive and constructivist theories that are involved in the design and use of multimedia materials. Multimedia-based instruction is commonly understood to be that which incorporates audio, video, text, animation, and simulation resources. These resources can be used in face-to-face courses, but the intention here is to study their use in the online environment. How are instructors using these tools? Do they replace more transmissive lecture material or supplement it? How do the students engage with these resources? What have been the outcomes of these efforts? Online instruction continues to take advantage of the higher bandwidth Internet connectivity of students, the ubiquitous nature of mobile devices, and the increasing power of software and simulations to improve teaching and learning. Multimedia resources can tap into this technology to the advantage of students who interact with it.

Mayer, R. E. (2010). Unique contributions of eye-tracking research to the study of learning with graphics. Learning & Instruction, 20(2), 167171. doi:10.1016/j.learninstruc.2009.02.012 This article summarizes results of six studies of eye-tracking behaviors of learners and how those behaviors may be applied to the design and use of multimedia presentations in learning. Variables studied were signaling effect (highlighting or drawing attention to areas of interest in an image), prior knowledge effect (learners with more or less background knowledge of the subject), and modality effect (images with narration versus images and on-screen text). Results indicated a correlation between signaling effect, prior knowledge, modality variables and eye fixation time measurements. Learners spent more time focusing on the areas of maximum interest. Learning environments that utilize multimedia content should base their design principles on established research on how people learn and how to design materials to help them learn. The eye tracking studies reviewed provide a way of verifying these learning and design theories. The summary was conducted by Richard E. Mayer, a professor in the Department of Psychology at the University of California, Santa Barbara. He is author of the cognitive theory of multimedia learning. This article, and the studies it references can provide valuable new research evidence relating to the use of multimedia learning techniques in online learning environments.

Schmidt-Weigand, F., Kohnert, A., & Glowalla, U. (2010). A closer look at split visual attention in system- and self-paced instruction in multimedia learning. Learning & Instruction, 20(2), 100110. doi:10.1016/j.learninstruc.2009.02.011 This article is a detailed account of one of the six eye-tracking research studies reviewed in the Mayer article above. This study included two experimental procedures. The first studied the effect of the pace of the instruction presented on the viewing pattern of the learner, specifically; it wanted to learn how viewers split visual attention between text on the screen and the visuals. The second experiment also looked at the effect of pace, but this time, the learner had control of the pacing of the material. In both experiments it was found that the learners spent more time studying the visuals when spoken text was provided compared to on-screen text. The overarching finding was that learners attention to visual information was determined by the nature of the text information it was presented with. This study provides provided detailed information about specific learner characteristics in a multimedia rich environment. The results can be considered applicable to online learning environments. The research is recent (2009) and is peer reviewing within the cognitive science community. Baturay, M. H., & Bay, O. F. (2010). The effects of problem-based learning on the classroom community perceptions and achievement of web-based education students. Computers & Education, 55(1), 4352. doi:10.1016/j.compedu.2009.12.001 This article begins with an overview of problem-based learning (PBL), a model based on constructivist learning theory. Students play a much more prominent role in their educational process and often the instructor serves is facilitation role. A controlled study of an introductory computer course was conducted. One course had problem-based learning components injected into the course delivery. These included group-based problems in the form of projects with extensive collaboration opportunities including web-based discussion boards and real-time meetings. The control class (traditional model) featured online lectures and weekly synchronous meetings. Testing results for the PBL enhanced course showed statistically significant improvements in pre and post test scores. Results for students that did not receive PBL experiences were not statistically significant improvements. The findings in this study, though interesting, were not directly relevant to overarching subject of multimedia-based learning in online education. Buckley, W., & Smith, A. (2007). Application of Multimedia Technologies to Enhance Distance Learning. Re:View, 39(2), 5765. doi:Article The article was a narrative of experiences undertaken by instructors at the University of Massachusetts Boston in developing a fully online Braille course. A review of the technologies deployed and their specific functions was described. These included Microsoft PowerPoint, Macromedia Breeze, Quicktime, Real, Camtasia Studio, Flash, and Wimba. The instructors describe their transformation of a face-to-face class in the 1990's to a fully online delivery format by conversion of existing course materials and development of multimedia materials to assist in transfer of concepts and knowledge. Instructors stressed the importance of designing all web

pages and images with alternate text information to meet the accessibility requirement of the course. The article provided an overview of instructor experiences in redesigning a course for online delivery. No discussion of applicable learning theories was provided and the discussion of multimedia design principles was at a low level. The article is practitioner focused and not appropriate for use in a study on learning theories and multimedia instruction. Muller, D. A., Bewes, J., Sharma, M. D., & Reimann, P. (2008). Saying the wrong thing: improving learning with multimedia by including misconceptions. Journal of Computer Assisted Learning, 24(2), 144155. doi:10.1111/j.1365-2729.2007.00248.x The authors review an extensive experiment using multimedia messages, of various kinds, to measure knowledge gains in physics students. Some students received a standard lecture-based delivery of Newton's First and Second Law of Motion. Others received an extended version of the lecture with additional information, a lecture that included refutation of common incorrect assumptions of the physics concepts, or a dialog of a student and tutor reviewing the misconceptions. The multimedia presentations were deigned and produced with cognitive load issues in mind. Results indicated that the refutation and dialog presentations produced the largest gains in learning from pre-test to post-test. The other presentations show less significant but real gains as well. The authors conclude that the quality of multimedia presentations is enhanced through inclusion of common misconceptions of the material being presented. This has interesting applications to the design and production of online learning content. The study did not delve deeply into specific learning models, but did use cognitive load concepts from Sweller and also incorporated Mayer's principles of multimedia learning in the design of the testing materials. This is a valuable resource for further study in the use of multimedia in online learning. Tempelman-Kluit, N. (2006). Multimedia Learning Theories and Online Instruction. College & Research Libraries, 67(4), 364369. doi:Article The author, an Instructional Design Librarian, uses an example library instructional publication to demonstrate effective use of multimedia learning theories in online course materials. An html-based example of the instruction is compared to a rich streaming multimedia example. Use of modality effect (both visual and verbal information), dual coding theory, and segmentation of content elevate the multimedia experience as a more effective learning tool. The article serves as a good overview of multimedia theories, cognitive overload issues, and constructivist theory as it relates to the specific example on an online library instructional lesson. Jereb, E., & mitek, B. (2006). Applying multimedia instruction in e-learning. Innovations in Education & Teaching International, 43(1), 1527. doi:10.1080/14703290500467335 The authors describe the design of multimedia based online instructional content. He stresses the importance of using multimedia learning theory in the design of materials. This includes accounting for issues of selective attention, persistence of information, and cognitive

overload. Simply using multimedia does not assure comprehension by the learner. Structure of multimedia content is divided into study units by organizing the material, specifying the amount of material in each unit, and determining the time allotted to the study of that unit. Design of materials including issues of text readability, sound and graphic production, and other elements are reviewed. Discussion of assessment tools for the study units is provided. Student feedback was obtained regarding the design and usability of the multimedia materials. The article provides an interesting overview of the approach taken to design multimedia materials. As noted in the article, the materials were intended as supplements to a face-to-face course. Because of this use of the materials, and the somewhat dated nature of the actual experimental data, the information may not be suitable for the study of multimedia-based materials for fully online courses. Carraher, D. W., & Schliemann, A. D. (2000). Lessons From Everyday Reasoning in Mathematics Education: Realism Versus Meaningfulness. In Jonassen, D. H. & Land, S. M. (Eds.), Theoretical foundations of learning environments (pp. 173-195). Mahwah, New Jersey: Lawrence Erlbarum Associates, Publishers. This chapter from the book discusses mathematics education and the pedagogical approaches that can be effective. The role of prior knowledge is stressed as a key factor to student success. It details the cognitive role played by the recall of prior knowledge and it application to new knowledge to comprehend complex mathematical concepts. To better understand how students learn math they stress the importance of providing a social analysis that is in tune with the cognitive analysis of how they are learning. Examples are provided of uneducated peoples successfully doing mathematical processing in areas like measurement, geometry, and arithmetic, with no formal math training, but using their everyday cognitive skills, acquired in their daily life duties. Empirical studies showing young students solving math problems without the formal training needed are provided. Using computer-based software as tutors, the students apply their experience in real world applications, to the math problem presented on the computer, arriving at a correct solution. The take away message is students, when provided with a socially rich learning environment and technology tools such a computer simulation software, can solve mathematical problems even before they receive formal symbolic training in the area. New mathematical terms and concepts can be introduced that build on prior math skills and allow the student to progress. The chapter offers hope that computer software and simulations can provide a key role in helping students comprehend new math concepts. The technology referred to in the article is dated. An update to this chapter reflecting modern software and simulations would be valuable. Lam, P., & McNaught, C. (2006). Design and Evaluation of Online Courses Containing MediaEnhanced Learning Materials. Educational Media International, 43(3), 199-218. The authors present three case studies of online courses which utilized multimedia enhanced instructional materials. The first case featured the design of multimedia materials in a computing principles course to aid comprehension of text-based diagrams or charts. The materials included text, animations and simulations. It was noted that time time needed to develop the materials

was a factor limiting the amount of this content that was used. In the second case online audio clips of everyday English conversations were provided to students in an undergraduate communications course. Some clips were demonstrations of concepts while others were related to assignments. Students received the audio supplementation favorably and preferred it to the text-only descriptions previously used. Video clips of the conversations were a requested item during feedback sessions. Case three involved student created multimedia projects for a public health course. The materials were either PowerPoint slides shows, web sites, or video segments. Their materials were designed for public education on health issues. The assignment was well received by the students. The authors summarized that for some students the materials improved their comprehension and application of course content. No specific rules for production processes or procedures were provided, since, as the authors indicated, the individual dynamics of a course and its students make such recommendations impractical. Overall the use of multimedia resources in online courses were received favorably during evaluations of enrolled students. Additional studies were recommended. The article provided good information about implementation of multimedia in online courses. General principles discussed are applicable to other instructors who may consider their use. Schilling, K. (2009). The Impact of Multimedia Course Enhancements on Student Learning Outcomes. Journal of Education for Library & Information Science, 50(4), 214-225. An existing online masters-level course was redesigned with multimedia content. The original online course was exclusively text-based and student evaluations complained over excessive reading and unwieldiness of the web site. Feedback resulted in a redesign of the course structure to accommodate different learning styles, improve communication options amongst students and with instructor, and improve interaction with course content. Previously text-based content was re-purposed in video, or slide with narration format. A content module approach to course structure was formulated, improving flow and logical grouping of tasks, and learning objectives. Student performance showed statistically significant improvements from the older course format in areas of student participation, and course evaluations. Major assignments and final course grades did not show significant improvement. The author noted important considerations for instructors contemplating a multimedia-enhanced online course. These included the extensive time involved to develop and produce the materials, the necessity of obtaining services from graphics designers or instructional designers, and the requirement to continually update materials. This article offered a wealth of useful advice and important considerations to instructors and designers of online courses. The research is recent, relevant, and timely.