1. How Multimedia Design Impacts the Learning Experience
Mark Fazioli, PhD
CT Distance Learning Consortium

2. Agenda
Outline basic theory and principles of using multimedia in learning
Address some elements of multimedia design:
Graphics
Text
Maximize potential for student learning through good practices.

3. Multimedia Learning

4. What is instructional multimedia?
The combination of audio, graphics, video, and
text delivered via electronic means to foster
learning.

5. Cognitive Model of Multimedia Learning
Online
Multimedia
Instruction
Sensory
Memory
Long-Term
Memory
Working Memory
Selecting
Words
Organizing Words
Verbal
Model
Words
Ears
Sounds
Integrating
Prior
Knowledge
Organizing Images
Selecting
Images
Pictorial
Model
Pictures
Eyes
Images
(Mayer, 2001)

6. Multimedia Principle
Students learn better from words and pictures than
from words alone.
When words and pictures are both presented, students have an opportunity to construct verbal and pictorial mental models and build connections between them. When words are presented alone, students have an opportunity to build a verbal mental model but are less likely to build to build a pictorial mental model and make connections between the verbal and pictorial mental model.
(Mayer, 2001)

7. Graphics and Images for Learning

8. Five taxonomies of instructional graphics
Decorative
Representational
Organizational
Interpretive
Relational
Transformational
Instructional graphics are classified into taxonomies or categories of functions that allow for the creation of a visual relationship in the user’s mind
To help build associations to foster retention.
(Clark & Chopeta, 2004)

9. Five taxonomies of instructional graphics
Decorative
These visual images are used in instructional materials or presentations strictly for comical, aesthetic or motivational purposes. Sometimes referred to as eye candy, decorative graphics are used to spice up the screen or page. It is best to limit the number of these graphics used throughout the online course material, since it can interfere with the instructional goals and lessen retention of the material.

10. Five taxonomies of instructional graphics
Representational
These graphics depict the instruction in a concrete fashion. They communicate information quickly and easily. If words are used in a representative visual they represent exactly what they are try to convey both in the visual as well as the accompanying text. Examples of this type of graphics include symbols, icons, screen captures, and photographs relating to the real object or content (text).

11. Five taxonomies of instructional graphics
Organizational
These graphics are used primarily to assist the learner to associate relationships between sequences of steps to incorporate information. Examples are visuals such as employee organization charts, course maps and table of contents fall into this category.

12. Five taxonomies of instructional graphics
Interpretive
These graphics help learners understand difficult content through cause and effect relationships.

13. Five taxonomies of instructional graphics
Relational
Relational graphics are primarily used to express relationships among components within charts and diagrams. These would include pie, line and bar charts.

14. Five taxonomies of instructional graphics
Transformational
Transformational – visuals that illustrate changes in time or over space (animated).

15. Typography for Learning

16. Common styles of type Sans Serif
Some historians of visual works refer to this style of lettering as “Fonts without wings.” This is evident because the word sans means without so Sans Serif means “without Serifs.” There are none of the little extensions or feet at the end of the characters as in Roman/Serif type.

17. Common styles of type Sans Serif
Some of the most common styles are Verdana, Arial, Trebuchet, Helvetica and Futura. For online instructional materials Sans Serif fonts are the most desirable. This is due to the fact that computer screens rely on resolutions to display items, so in the case of Roman/Serif type the screens do not display the Serifs making the lettering hard to read. Studies have found that sans serif fonts tend to make people less tired when reading material off computer screens in essence increasing the potential for learner retention.

18. Contiguity Principle
Students learn better when corresponding words and pictures
are presented near rather than far from each other on the page
or screen.
When corresponding words and pictures are near each other on the page or screen, learners do not have to use cognitive resources to visually search the page or screen and learners do not have to use cognitive resources to visually search the page or screen and learners are more likely to be able to hold them both in working memory at the same time.
(Mayer, 2001

19. Cognitive Model of Multimedia Learning
Online
Multimedia
Instruction
Sensory
Memory
Long-Term
Memory
Working Memory
Selecting
Words
Organizing Words
Verbal
Model
Words
Ears
Sounds
Integrating
Prior
Knowledge
Organizing Images
Selecting
Images
Pictorial
Model
Pictures
Eyes
Images
(Mayer, 2001

20. Modality Principle
Students learn better from animation and narration than from
animation and on-screen text.
(Mayer, 2001

21. Cognitive Model of Multimedia Learning
Online
Multimedia
Instruction
Sensory
Memory
Long-Term
Memory
Working Memory
Selecting
Words
Organizing Words
Verbal
Model
Words
Ears
Sounds
Integrating
Prior
Knowledge
Organizing Images
Selecting
Images
Pictorial
Model
Pictures
Eyes
Images
(Mayer, 2001

22. Cognitive Model of Multimedia Learning
Online
Multimedia
Instruction
Sensory
Memory
Long-Term
Memory
Working Memory
Selecting
Words
Organizing Words
Verbal
Model
Words
Ears
Sounds
Integrating
Prior
Knowledge
Organizing Images
Selecting
Images
Pictorial
Model
Pictures
Eyes
Images
(Mayer, 2001

23. Summary Mayer: words + graphics = 
Select carefully with audience in mind:
Graphics
Text
Design for maximum potential for student learning.

24. Resources on multimedia and instructional design
Clark, R. C. & Mayer, R. E. (2008). eLearning and the science of instruction (2nd ed.). San Francisco, CA: Pfeiffer.
Clark, R. C., & Chopeta, L. (2004). Graphics for learning: Proven guidelines for planning, designing and evaluating visuals in training materials. San Francisco, CA: John Wiley & Sons.
Lohr, L. (2006). Creating visuals for learning and performance: Lessons in visual literacy (2nd ed.). Cleveland, OH: Prentice-Hall.
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.