Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis

Noetel, Michael; Griffith, Shantell; Voss‐Fels, Kai P.; Harris, Nicola Rose; Sanders, Taren; Parker, Philip D.; Cruz, Borja del Pozo; Lonsdale, Chris

doi:10.3102/00346543211052329

Cited by 48 publications

(35 citation statements)

References 93 publications

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“…Las respuestas evidenciaron de modo mayoritario 6 expresiones recurrentes en buena parte de las respuestas de los estudiantes sobre el uso de recursos audiovisuales en el aula: (1) atiendo, (2) participo, (3) estoy motivada/do, (4) aprendo, (5) me divierto y, finalmente, ( 6 En conclusión, el análisis de las respuestas a la cuestión planteada reveló que la mayor parte de los participantes parecen estar de acuerdo en que los recursos audiovisuales mantuvieron su atención (Kokoç et al, 2020;Wang et al, 2020;Xie et al, 2019), fomentaron su participación e interacción, incrementaban su motivación, facilitando su aprendizaje (Gadille et al, 2021;Pritchard, 2017) de un modo ameno y divertido. Finalmente, los estudiantes consideraron que el uso de recursos audiovisuales en el aula mejoró sus hábitos de estudio (Ghilay, 2018;Vittorini & Galassi, 2021) y, en consecuencia, tienen un mayor rendimiento académico (Abdulrahaman et al, 2020;Harrison, 2020;Noetel et al, 2021a).…”

Section: Resultsunclassified

“…La investigación procedente de distintas disciplinas, y no exclusiva del aprendizaje a distancia, ha demostrado que el vídeo puede ser una herramienta educativa eficaz en la mejora de los hábitos de estudio y el incremento en el rendimiento del aprendizaje (Ghilay, 2018;Vittorini & Galassi, 2021). El aprendizaje a través de los recursos audiovisuales permite en los estudiantes la construcción de representaciones mentales a través de la combinación de palabras e imágenes que favorece el aprendizaje y, en consecuencia, un mayor rendimiento académico (Abdulrahaman et al, 2020;Harrison, 2020;Noetel et al, 2021a).…”

Section: El Impacto De Los Recursos Audiovisuales En El Aprendizaje D...unclassified

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empleo de los recursos audiovisuales como herramienta de aprendizaje

Magadán-Díaz¹,

García²

2021

revTECHNO

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Esta investigación tiene como objetivo general analizar el rendimiento de aprendizaje de los estudiantes sobre el uso de los recursos audiovisuales. Para ello se aplica el método experimental a partir de dos muestras generadas aleatoriamente de los dos grupos (aulas virtuales) en que fueron divididos administrativamente los estudiantes matriculados. Los resultados obtenidos por el experimento evidencian una mejora significativa en el rendimiento de aprendizaje de los estudiantes. Finalmente, la percepción de los estudiantes sobre el uso de esta herramienta didáctica resultó ser muy positiva. La utilización de los recursos audiovisuales en el aula mejora los hábitos de estudio y, en consecuencia, se obtiene un mejor rendimiento académico.

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Section: Resultsunclassified

Section: El Impacto De Los Recursos Audiovisuales En El Aprendizaje D...unclassified

empleo de los recursos audiovisuales como herramienta de aprendizaje

Magadán-Díaz¹,

García²

2021

revTECHNO

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“…Signals, on the other hand, could make the essential elements salient to learners through their attentionguiding function, which reduces unnecessary visual search time (Mayer and Fiorella, 2014). Thus, fewer seductive details are also processed cognitively, which can reduce the associated ECL (Sweller, 2005;Noetel et al, 2021). If less seductive details are cognitively processed, the selection process can also be supported (Parong and Mayer, 2020).…”

Section: Effects Of Signaling On Cognitive Loadmentioning

confidence: 99%

Signaling in 360° Desktop Virtual Reality Influences Learning Outcome and Cognitive Load

Albus¹,

Seufert²

2022

Front. Educ.

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Learning with desktop virtual reality learning environments (DVR) can be highly visual and present many visual stimuli simultaneously. This can be distracting and require instructional support to help learners in their learning processes. The signaling principle could be a promising approach to support these processes, as signals can guide learners’ attention to the relevant information (Mayer, 2005). The present study investigated the effects of signals in a 360° DVR on learning outcomes and cognitive load. In our between-subjects design, we examined a total of N = 96 participants who were randomly assigned to the signaling or non-signaling group. We hypothesized that the signaling group would achieve higher recall, comprehension, and transfer performance than the non-signaling group. We also expected that the signaling group would experience less extraneous cognitive load and higher germane cognitive load than the non-signaling group. The results show that learners who received signals in a DVR achieved significantly higher recall and comprehension scores than learners who did not receive signals. Transfer performance did not differ between groups. Participants in the signals group also experienced significantly lower extraneous cognitive load than participants in the non-signaling group. However, no differences in germane cognitive load were found between groups. These results suggest that learners in a DVR can be supported by signals in their learning processes while simultaneously helping to reduce unnecessary cognitive load.

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“…Robust theoretical models (eg, cognitive theory of multimedia learning) and published empirical studies support the use of visuals to improve learning [ 34 , 35 ]. In health psychology research, visualizations have been shown to be an effective medium to deliver information about illnesses and treatment processes, help explain abstract concepts, and show how treatment processes work inside the body [ 36 ].…”

Section: Introductionmentioning

confidence: 99%

Utility and Acceptability of a Brief Type 2 Diabetes Visual Animation: Mixed Methods Feasibility Study

Alyami¹,

Serlachius²,

Law³

et al. 2022

JMIR Form Res

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Background Visualizations of illness and treatment processes are promising interventions for changing unhelpful perceptions and improving health outcomes. However, these are yet to be tested in patients with type 2 diabetes mellitus (T2DM). Objective This study assesses the cross-cultural acceptability and potential effectiveness of a brief visual animation of T2DM at changing unhelpful illness and treatment perceptions and self-efficacy among patients and family members in 2 countries, New Zealand and Saudi Arabia. Health care professionals’ views on visualization are also explored. Methods A total of 52 participants (n=39, 75% patients and family members and n=13, 25% health care professionals) were shown a 7-minute T2DM visual animation. Patients and family members completed a questionnaire on illness and treatment perceptions and self-efficacy before and immediately after the intervention and completed semistructured interviews. Health care professionals completed written open-ended questions. Means and 95% CIs are reported to estimate potential effectiveness. Inductive thematic analysis was conducted on qualitative data. Results All participants rated the visual animation as acceptable and engaging. Four main themes were identified: animation-related factors, impact of the animation, animation as an effective format for delivering information, and management-related factors. Effect sizes (ranged from 0.10 to 0.56) suggested potential effectiveness for changing illness and treatment perceptions and self-efficacy among patients and family members. Conclusions Visualizations are acceptable and may improve the perceptions of patients’ with diabetes in a short time frame. This brief visual animation has the potential to improve current T2DM education. A subsequent randomized controlled trial to investigate the effects on illness and treatment perceptions, adherence, glycemic control, and unplanned hospital admission is being prepared.

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Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis

Cited by 48 publications

References 93 publications

empleo de los recursos audiovisuales como herramienta de aprendizaje

empleo de los recursos audiovisuales como herramienta de aprendizaje

Signaling in 360° Desktop Virtual Reality Influences Learning Outcome and Cognitive Load

Utility and Acceptability of a Brief Type 2 Diabetes Visual Animation: Mixed Methods Feasibility Study

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