Are Multimedia Resources Effective in Life Science Education? A Meta-Analysis

Rolfe, Vivien; Gray, Douglas T.

doi:10.3108/beej.18.5

Cited by 21 publications

(17 citation statements)

References 48 publications

(52 reference statements)

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“…Future work must therefore take account of multimedia theory and examine methods of reducing cognitive loading by moving some 'essential processing' from the visual channel to the auditory channel; segmenting the animations into bite-sized clips; using auditory signals (sound effects) to provide cues for processing visual material etc. These general conclusions have also been drawn from previously published studies (15) The complex nature of threshold concepts (12) in physiology and the detailed anatomical structure of our 3D scenes may represent a significant intrinsic load. The extraneous cognitive load (ECL) of both presentations was also significant in the sense that each had an audio commentary with detailed, complex, and to them 'new', concepts and vocabulary, on-screen text (although limited) and background music.…”

Section: Multimedia Designsupporting

confidence: 54%

“…The results of previous studies of the effectiveness of multimedia as a learning tool are mixed and can depend largely of the study design (15). However, on balance, a Meta-Analysis found that a multimedia approach can improve learning gains (15).…”

Section: Discussionmentioning

confidence: 99%

“…However, on balance, a Meta-Analysis found that a multimedia approach can improve learning gains (15). In the current study we have used one of the most sophisticated, industry standard, 3D animation packages available (Autodesk Maya) to create a multimedia presentation of neuroeffector transmission in blood vessels.…”

Section: Discussionmentioning

confidence: 99%

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A comparison of animated versus static images in an instructional multimedia presentation

Daly

Bulloch

et al. 2016

Advances in Physiology Education

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Sophisticated 3D animation and video compositing software enables the creation of complex multimedia instructional movies. However, if the design of such presentations does not take account of cognitive load and multimedia theories, then their effectiveness as learning aids will be compromised. We have investigated the use of animated images versus still images by creating two versions of a 4 minute multimedia presentation on vascular neuroeffector transmission. One version comprised narration and animations whilst the other comprised narration and still images. 54 undergraduate students from level 3 pharmacology and physiology undergraduate degrees participated. Half watched the full animation and the other half watched the stills-only. Students watched the presentation once and then answered a short essay question. Answers were coded and marked blind. The 'animation' group scored 3.7 (SEM 0.4) (out of 11) whilst the 'stills' group scored 3.2 (SEM 0.5). The difference was not statistically significant. Further analysis of bonus marks, awarded for appropriate terminology use, detected a significant difference in one class (pharmacology) who scored 0.6 (SEM 0.2) vs 0.1 (SEM 0.1) for animation vs stills respectively, p=0.04. However, when combined with the physiology group the significance disappeared. The feedback from students was extremely positive and identified four main themes of interest. In conclusion, whilst increasing student satisfaction, we do not find strong evidence in favour of animated images over still images in this particular format. We discuss the study design and offer suggestions for further investigation of this type.Introduction.

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Section: Multimedia Designsupporting

confidence: 54%

Section: Discussionmentioning

confidence: 99%

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A comparison of animated versus static images in an instructional multimedia presentation

Daly

Bulloch

et al. 2016

Advances in Physiology Education

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“…Rolfe and Gray (2011) point out that the advent of new technology has meant that traditional approaches have needed to move to include advanced technology, such as multimedia, which has enhanced methodologies for learning. The use of multimedia for processes of teaching and learning has become a significant part of modern educational technology [10]. Finally, Gilakjani (2012) identified three motivations for using multimedia applications: to raise the interest level, to elevate short-term memory to long-term memory and to increase the understanding of a particular subject.…”

Section: Literature Reviewmentioning

confidence: 99%

Possibility of using Multimedia Application for Learning

Gunawardhana¹,

Palaniappan²

2016

GSTF J Comput

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-Technology is developing quickly. Multimedia, a form of technology, is being used as a teaching tool these days. Many researchers and educators have found suitable ways to design multimedia applications in order to achieve fruitful educational outcomes. Not that all we are going to discuss here, the definition of multimedia, and the connection between multimedia and learning tools, concept of multimedia applications, how they are formed using a different media, the type of educational element that effect to learn in their natural environment and the real-world issues. The definitions and characteristics of multimedia and educational elements are explained in this article.

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“…Between 1994--1997 I developed my own series of online laboratory simulations (Cann, 1999). Many others followed similar approaches (Rolfe and Gray, 2011), with varying degrees of sophistication depending on the resources available for development --notably the Howard Hughes Medical Institute Virtual Lab Series (Huang, 2004). Virtual dissections have been a particularly common theme, with dozens if not hundreds developed.…”

Section: Introductionmentioning

confidence: 99%

Increasing Student Engagement with Practical Classes Through Online Pre-Lab Quizzes

Cann

2014

Journal of Biological Education

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Laboratory practicals classes are an essential component of all science degrees but are a pinch point because of rising student numbers, rising student expectations and falling student exposure to laboratory work prior to entering higher education. Augmentation of physical laboratory work with online interventions is not new, but as virtual laboratories become increasingly sophisticated, cutting edge approaches have become increasingly unavailable to many institutions unable to meet the investment or specialist skills needed to build or maintain these complex tools. This case study examines the possibilities for increasing student engagement with practical work using the simplest tools available in any standard virtual learning environment and available to all. Based on results obtained from a large student cohort, the results indicate that this low cost, low tech approach can achieve high levels of student satisfaction.

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Are Multimedia Resources Effective in Life Science Education? A Meta-Analysis

Abstract: Abstract

Cited by 21 publications

References 48 publications

A comparison of animated versus static images in an instructional multimedia presentation

A comparison of animated versus static images in an instructional multimedia presentation

Possibility of using Multimedia Application for Learning

Increasing Student Engagement with Practical Classes Through Online Pre-Lab Quizzes

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