Presents Spoken Texts in Multimedia Instructions as an Alternative to Printed Texts

Abstract

Multimedia instructions refer to presentations that contain graphics and texts information. The graphics can include pictures, drawings, diagram, chart, animation, video, or simulations. In addition, texts can include printed texts or spoken texts. Multimedia education occurs when learners create mental representations caused by combining texts and relevant graphics simultaneously in lessons. Research evidence shows that not all multimedia instructions are equally useful. How can we use multimedia instructional to help learners to grasp knowledge? Do learners learn better when multimedia instructions present spoken text in multimedia instructions as an alternative to printed text principle? This article examines whether there is any benefit on supplementing spoken text with multimedia. Specifically, do learners learn more from spoken text and graphics, rather than from printed text and graphics? Meaningful learning engages the learner into excessive cognitive load processing during learning; on the other hand, the learner’s cognitive capacity is limited. For that, reasons multimedia instructional designers must take into account the learner's cognitive load processing. One of the obstacles of multimedia instructions is the possibility of overloading the learners’ cognitive capacity. Multimedia instructional designers must design multimedia instruction in ways that minimize the possibility of overloading the learners’ cognitive capacity. Also will examines the limitations of presenting spoken rather than printed texts; Reasons for presenting spoken rather than printed texts; Evidence for Using Spoken Rather Than Printed Text; And when this principle applies.