The term "multimedia" refers to the use of words (written and spoken text) and pictures/graphics (static and dynamic) to provide information;
People understand material to a higher level when they are actively engaged in learning.
Mental presentations, using both text and graphics, allows for cognitive processing, mental organization of material, and mental intergration of new and current knowledge.
The purpose of graphics is to assist in understanding the information.
Educators should select graphics that support the learning;
Text works best when it is conversational and to the purpose of learning
Graphics that are single focus (decorative, and representational) are not often the best choice for learning environments.
Graphics should show relationships, change or bring visibility to unseen processes and procedures.
According to Clark and Mayer (2011), "...we favor a knowledge construction view in which learning is seen as a process of active sense-making and teaching is seen as an attempt to foster appropriate cognitive processing in the learner" (p. 79.)
Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning (3rd ed.) San Francisco, CA: Pfeiffer.
The term "multimedia" refers to the use of words (written and spoken text) and pictures/graphics (static and dynamic) to provide information;
Educators should select graphics that support the learning;
According to Clark and Mayer (2011), "...we favor a knowledge construction view in which learning is seen as a process of active sense-making and teaching is seen as an attempt to foster appropriate cognitive processing in the learner" (p. 79.)
Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning (3rd ed.) San Francisco, CA: Pfeiffer.