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In the evolving field of education, the need to adapt and innovate remains constant. Digital tools have reshaped how information is shared, processed, and understood. Technology offers both challenges and opportunities in the classrooms, corporate training programs, and online learning platforms. With this shift, instructional design has had to evolve, incorporating new strategies to ensure effective learning. The ways we teach and learn are continually evolving, and with the growing integration of technology, this evolution includes how we use multimedia to enhance instruction.
Mayer’s 12 Principles of Multimedia Learning
First of all, what is multimedia learning? DeBell (2019) discussed that "Multimedia learning can be defined as a form of computer-aided instruction that uses two modalities concurrently. This means learning through the combined use of visuals (through pictures, animations, text, and videos) and audio (through narrated voiceover).” One framework that has proven essential in this context is Mayer’s multimedia learning theory.
The Digital Institute (n.d) states that:
Mayer’s multimedia learning theory is based on three assumptions:
Dual-channel assumption: According to Mayer, people have two separate channels for processing auditory and visual information.
Limited-capacity assumption: The theory recognizes that individuals cannot absorb information anytime.
Active-processing assumption: The multimedia learning theory suggests that people should be actively engaged in the learning process rather than passive receivers of information.
From these assumptions, Mayer goes on to identify 12 principles of multimedia learning. These principles provide a checklist for designers wanting to optimize learning with multimedia.
Mayer's principles guide creating multimedia content that enhances rather than distracts from the learning experience. His research into how humans process information forms the foundation for these principles, which focus on reducing cognitive overload and ensuring that multimedia content, whether videos, graphics, or animations, actually contributes to learning. The principles stress the importance of aligning content with how the brain naturally learns, ensuring that information is absorbed in a more meaningful way.
Multimedia and Pedagogy
In pedagogy, which focuses on the education of children and younger learners, Mayer's 12 Principles play an essential role in shaping instructional content that matches this age group's cognitive and developmental needs. Children are building their cognitive skills, meaning information needs to be structured to make complex ideas more straightforward and digestible. Using multimedia in teaching is critical because it presents abstract concepts visually, making them more relatable and easier to understand for younger minds. Multimedia is also practical because it caters to different learning styles, whether students are visual, auditory, or kinesthetic learners. Using a combination of visuals, sounds, and interactive elements can help educators ensure that their instructional content meets the needs of diverse learners, making learning more accessible and engaging for everyone. However, it is not just about matching learning styles; multimedia content should also be aligned with specific instructional goals. As stated by Jabbour (2012), “Choosing the best multimedia instructional method for learning objectives depends on your instructional goals, stages of learning, and the learners' knowledge level" (p.15). In pedagogy, this means combining multimedia tools with the stage of learning the student is in, their prior knowledge, and the overall educational objectives. For example, when introducing a new topic, multimedia can provide scaffolding by building on what students already know and gradually leading them to more complex ideas.
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Multimedia and Andragogy
In the context of adult learning or andragogy, multimedia principles remain crucial, but their application must shift to accommodate the unique needs of adult learners. While the core principles remain the same, their use differs because adults approach learning with prior knowledge, life experiences, and distinct motivations. Adult learners may have varying prior knowledge and technological proficiency, so multimedia content must be adaptable to different skill levels. Unlike children, adults are typically self-directed learners who seek to acquire knowledge that has immediate, real-world applicability. This means that while multimedia can be a highly effective tool, the emphasis must be placed on its relevance and efficiency rather than merely engagement. In other words, while engaging content is essential, the real value of multimedia lies in how well it helps learners understand and apply information in practical, real-world contexts. The shift in approach for andragogy does not mean abandoning principles used in pedagogy but rather improving them to meet the expectations and cognitive demands of adults. Sabatini (2001) discussed that "multimedia products provide a variety of mechanisms for creating a practical, flexible implementation of adult learning principles to support multiple learning environments. The designer's role is to select and apply each medium's features into a design that facilitates effective learning” (p.5). For example, adults benefit from multimedia that links new information with their existing knowledge base. This allows them to integrate new content more effectively and apply it personally or professionally. Adult learners often balance work, family, and other responsibilities. Multimedia in adult education should be designed to be flexible, allowing for efficient learning that respects their time constraints. Mayer's principles are crucial in this situation, as they help break down complex information into manageable parts, reducing cognitive overload while ensuring that the learning experience remains purposeful and aligned with the learner’s goals.
Final thoughts
The article What is multimedia? : Learn definitions, examples, and uses posted by Vedantu (2024) states, "Multimedia represents information attractively and interactively. It is an interactive media that provides multiple ways to represent information to users.” Ultimately, the goal is to create multimedia content that informs and transforms the learning experience. In conclusion, Mayer's Theory of Multimedia Learning offers a framework for anyone involved in instructional design. We can create content that is not only visually engaging but also effective. One key takeaway from this week's readings and videos is that some of my multimedia training materials could benefit from a revision. While I have always strived for clarity and engagement, there are areas where my work can better align with Mayer's principles. As I continue to improve my materials, I am excited to see how these changes will improve the learning experience and ultimately contribute to more successful training outcomes. The journey of learning and adapting never stops, and with the right tools and insights, we can make that journey even more effective for those we teach.
References
DeBell, A. (2019, December 11). How to use Mayer’s 12 principles of multimedia learning [examples included]. Water Bear Learning. https://waterbearlearning.com/mayers-principles-multimedia-learning/
Kari Jabbour, K. (2012). Multimedia Principle in Teaching Lessons. Acta Didactica Napocensia, 5(4), 11-16.
Mayer’s 12 Principles of Multimedia Learning: DLI. Digital Learning Institute. (n.d.). https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning
Sabatini, J. P. (2001). Designing multimedia learning systems for adult learners: Basic skills with a workforce emphasis. Philadelphia, PA: National Center on Adult Literacy.
Vedantu. (2024, September 3). What is multimedia? : Learn definitions, examples, and uses. https://www.vedantu.com/computer-science/multimedia
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