State‐of‐the‐Art Research into Multimedia Learning: A Commentary on Mayer's Handbook of Multimedia Learning

Abstract

This article reviews the research into multimedia learning through the lens of a recently updated Handbook of Multimedia Learning edited by Richard Mayer. By examining the theories underpinning the research and the major experimental findings, a number of conclusions emerged. Firstly, the major theories and models guiding the research are well accepted and based on classical memory research, although there is a need to extend them to the affective domain. Secondly, most of the boundary conditions for effective learning from basic multimedia materials (e.g. explanatory words and pictures) have been identified. Thirdly, for more complex learning environments (e.g. games and computer-based tutors), much less is known, and more research is required to untangle the various moderating factors. Fourthly, there is a need for further investigations that match specific instructional strategies (e.g. self-explanations) with multimedia materials to find the most effective learning combination.

Improving paramedic distance education through mobile mixed reality simulation

“…Analysing the participant feedback in detail, showed that 75% of students indicated via the survey that they "found the use of multiple forms of media (3DP and app) effective". This is supportive of not only work in paramedics, but the general work in mixed reality that indicates combining of multiple forms of media can be helpful to students' learning (Ayres, 2015).…”

“…This is notably true for paramedic science in Australia (Hou, Rego, & Service, 2013). However, universities in general are lagging behind in innovative pedagogy especially when students are studying from a distance, with most prior work formed around two-dimensional (2D) words and pictures, with less attention given to complex skills learning environments using interactive visualisations, games, and simulations (Ayres, 2015). Brydges et al (2015) explore these issues from a self-regulated learning approach and recommend learning design should support and help prepare individuals for future learning by assisting learners with self-regulated learning through simulation including obervation (e.g., watching a video), emulation (e.g., imitating the instructional video), measuring self-control (e.g., goal setting), and observational measure of learning transfer.…”

Mobile Mixed Reality for Experiential Learning and Simulation in Medical and Health Sciences Education

“…However, universities in general are lagging behind in innovative pedagogy, especially when students are studying from a distance [9], with most prior work formed around two-dimensional (2D) words and pictures [36], with less attention given to complex skills learning environments using interactive visualizations, games, and simulations [20]. Brydges et al [37] explore these issues from a self-regulated learning perspective and recommend that learning design should support and help prepare individuals for future learning by assisting learners with self-regulated learning through simulation, including observation (e.g., watching a video), emulation (e.g., imitating the instructional video), measuring self-control (e.g., goal setting), and an observational measure of learning transfer.…”

Piloting mobile mixed reality simulation in paramedic distance education

“…However, universities in general are lagging in innovative pedagogy especially when students are studying from a distance, with most prior work formed around 2d words and pictures, and less attention given to complex skills learning environments using interactive visualizations, games and simulations [8].…”