The Multimedia Principle

Butcher, Kirsten R.

doi:10.1017/cbo9781139547369.010

Cited by 149 publications

(68 citation statements)

References 103 publications

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“…the multimedia effect; Butcher, 2014). However, it soon became apparent that there are circumstances under which this hampers rather than aids learning (e.g.…”

Section: Cognitive Load In Multimedia Learningmentioning

confidence: 99%

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Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning

et al. 2016

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Research on multimedia learning has shown that learning is hampered when a multimedia message includes extraneous information that is not relevant for the task, because processing the extraneous information uses up scarce attention and working memory resources. However, eye-tracking research suggests that task experience might be a boundary condition for this negative effect of extraneous information on learning, because people seem to learn to ignore task-irrelevant information over time. We therefore hypothesised that extraneous information might no longer hamper learning when it is present over a series of tasks, giving learners the chance to adapt their study strategy. This hypothesis was tested in three experiments. In experiments 1a/1b, participants learned the definitions of new words (from an artificial language) that denoted actions, with matching pictures (same action), mismatching pictures (another action), or without pictures. Mismatching pictures hampered learning compared with matching pictures. Experiment 2 showed that task experience may indeed be a boundary condition to this negative effect on learning: the initial negative effect was no longer present when learners gained experience with the task. This suggests that learners adapted their study strategy, ignoring the mismatching pictures. That hypothesis was tested in experiment 3, using eye tracking. Results showed that attention to the pictures waned with task experience, and that this decrease was stronger for mismatching than for matching pictures. Our findings demonstrate the importance of investigating multimedia effects over time and in relation to study strategies.

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“…the multimedia effect; Butcher, 2014). However, it soon became apparent that there are circumstances under which this hampers rather than aids learning (e.g.…”

Section: Cognitive Load In Multimedia Learningmentioning

confidence: 99%

“…As mentioned above, the multimedia effect refers to the finding that learning often improves when study tasks or materials combine pictorial and verbal representations of the content (Butcher, 2014). In this case, additional information is also presented, but it is not extraneous to (i.e.…”

Section: Multimedia and Coherence Effects In Word Learningmentioning

confidence: 99%

Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning

et al. 2016

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“…The Multimedia Principle (10) that learning is improved by combining words and pictures is widely accepted and there is a wealth of research data to back this up (2). However, it has also been shown that using simple, rather than complex, pictures will favour low-knowledge learners but pictures per se will have a greater effect on deeper learning than on retention (2).…”

Section: Introductionmentioning

confidence: 99%

“…However, it has also been shown that using simple, rather than complex, pictures will favour low-knowledge learners but pictures per se will have a greater effect on deeper learning than on retention (2). Therefore, careful design of instructional graphics and an appreciation of the learner's baseline knowledge become crucial.…”

Section: Introductionmentioning

confidence: 99%

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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“…The "multimedia effect" indicates that learning improves when study tasks or materials combine pictorial and verbal representations of the content (Butcher, 2014). However, this beneficial effect on learning only occurs when both representations are crucial for understanding the subject at hand.…”

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confidence: 99%

With task experience students learn to ignore the content, not just the location of irrelevant information

Rop

Verkoeijen

Gog

2017

Journal of Cognitive Psychology

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The Multimedia Principle

Cited by 149 publications

References 103 publications

Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning

Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning

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

With task experience students learn to ignore the content, not just the location of irrelevant information

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