Learning from Multimedia and Hypermedia

Abstract

Computer-based multimedia and hypermedia resources (e.g., the world wide web) have become one of the primary sources of academic information for a majority of pupils and students. In line with this expansion in the field of education, the scientific study of learning from multimedia and hypermedia has become a very active field of research. In this chapter we provide a short overview with regard to research on learning with multimedia and hypermedia. In two review sections, we describe the educational benefits of multiple representations and of learner control, as these are the two defining characteristics of hypermedia. In a third review section we describe recent scientific trends in the field of multimedia/hypermedia learning. In all three review sections we will point to relevant European work on multimedia/hypermedia carried out within the last 5 years, and often carried out within the Kaleidoscope Network of Excellence. According to the interdisciplinary nature of the field this work might come not only from psychology, but also from technology or pedagogy. Comparing the different research activities on multimedia and hypermedia that have dominated the international scientific discourse in the last decade reveals some important differences. Most important, a gap seems to exist between researchers mainly interested in a "serious" educational use of multimedia/hypermedia and researchers mainly interested in "serious" experimental research on learning with multimedia/hypermedia. Recent discussions about the pros and cons of "design-based research" or "use-inspired basic research" can be seen as a direct consequence of an increasing awareness of the tensions within these two different cultures of research on education.

Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments

“…In this study, we prioritized ecological validity by conducting the study as an integrated mandatory part of a real higher education engineering course. This is in line with calls for the need for more research in natural learning settings such as classrooms (e.g., Gerjets & Kirschner, ). Prioritizing ecological validity often means that it is not possible to obtain the same level of control that is possible in a lab study.…”

Immersive virtual reality in STEM: is IVR an effective learning medium and does adding self-explanation after a lesson improve learning outcomes?

“…Another difference between our study and most previous studies (with the exception of Klingenberg et al, 2020 ) is that this study was conducted as part of a mandatory course rather than a low-stakes lab experiment. In general, it has been argued that conducting more research in natural learning settings will increase the validity of the experimental findings on the topic of IVR learning (e.g., Gerjets & Kirschner, 2009 ). Also, our self-explanation task was a post-intervention task that was applied after a long and cognitively demanding IVR learning simulation, while Parong and Mayer ( 2018 ) used the summarization task after individual segments of the simulation.…”

Measuring gains and perceptions of aural and audiovisual listening inputs for Egyptian ESP students

“…Chung (2002) and Umagan (2007) explained that in the literature of foreign language listening comprehension; aural listening comprehension is echoed to the term "authentic materials" which according to Hwang (2003) referred to the language which native speakers use to communicate orally. Gerjets and Kirschner (2009) and Shrum and Glisan (2000) showed that empirical listening studies have positive results when listeners used oral authentic texts. Grgurovic and Hegelheimer (2007) found that student who listened to radio tape materials were better in their performance in listening comprehension than those students whose listening instructions did not include radio tapes listening activities.…”