Self Reflection
Mayer's Theory of Multimedia Principles was the main topic of this week's module. When I think back on my own life, I remember not having much experience with multimedia. The only things that could be used in courses were textbooks, lectures, and hands-on activities. When I began teaching in 2014, I began to gain more exposure to multimedia. I used the interactive whiteboard and the multimedia tools from our textbook resources. I use PowerPoint to make presentations right now, and I've seen instructional videos. As I work on my Master's degree in Educational Instructional Technology, I acquire more experience. In general, I would say that my experience with learning through multimedia has been average and my multimedia presentation can be improved.
Multimedia for Education
Information and Communication Technology (ICT), which uses hardware and software to collect, process, store, present, and share data, is changing the education field. (Guan et al., 2018) Multimedia technology is important for showing digital information in different ways, such as through text, audio, and video.
For multimedia that is meant to help people learn, words and pictures in different situations are used to help people make mental pictures. It can be used in presentations, classrooms, labs, simulations, e-learning, computer games, and virtual reality. It lets learners process information in both written and visual forms (Alemdag and Cagiltay, 2018). Understanding the cognitive theory of multimedia learning, which is based on three assumptions: dual-channel, limited capacity, and active processing, is essential for effective teaching (Alemdag and Cagiltay, 2018). Dual-channel assumes that learners have multiple ways to separate visual and auditory information, while limited capacity limits how much data can be processed in each channel. Abdulrahaman et al. (2020), say that active processing suggests that humans are active agents who can choose, organize, and combine information.
Research
Studies have shown that multimedia technology positively impacts the way teachers impart knowledge and learners comprehend subject matters (Abdulrahaman et al., 2020). These tools help simplify abstract content, accommodate differences, and coordinate diverse representations (Abdulrahaman et al., 2020). There are various multimedia-based tools available, categorized by subject, field, age, or level at various institutions. However, poor design or poorly written instructional materials can reduce the effectiveness of multimedia tools. To effectively adopt multimedia in education, teachers must have a clear understanding of technology and multimedia types or components to effectively represent concepts or ideas (Abdulrahaman et al., 2020). This requires a teacher to understand their learners and determine the appropriate technology or tool for specific targets.
Conclusion
Richard Mayer's Multimedia Principles is a good guide for making effective multimedia materials that help people learn more. Their connections to both pedagogy and andragogy show how flexible and useful they are in different educational settings. By following these principles and using multimedia materials, teachers can help students learn more, be more interested in school, and get the skills they need to succeed in today's complex world.
References
Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A. O., & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11). https://doi.org/10.1016/j.heliyon.2020.e05312
Alemdag, E., & Cagiltay, K. (2018). A systematic review of Eye Tracking Research on Multimedia Learning. Computers & Education, 125, 413–428. https://doi.org/10.1016/j.compedu.2018.06.023
Guan, N., Song, J., & Li, D. (2018). On the advantages of computer multimedia-aided English teaching. Procedia Computer Science, 131, 727–732. https://doi.org/10.1016/j.procs.2018.04.317
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