Multimedia: Mayer's Theory and Principles and putting it to work

INTRODUCTION

    
     Mass communication continues to rapidly develop both online and offline. Teachers, like myself, come from a generation that still remembers a time without internet, and we are teaching students who have grown up with nothing but internet in their lives. This means, as teachers, we have to rethink how to teach to this generation. Pencil and paper are not enough. That's where multimedia comes into play. 

    Multimedia learning occurs when students build mental representations from words and pictures that are presented to them (Mayer, 2003). The promise of multimedia learning is that students can learn more deeply from well-designed multimedia messages consisting of words and pictures than from more traditional modes of communication involving words alone (Mayer, 2003). 

    Multimedia technology has some characteristics like integration, diversity, and interaction that enable people to communicate information or ideas with digital and print elements. The digital and print elements in this context refer to multimedia-based applications or tools used for the purpose of delivering information to people for better understanding of concepts (Abdulrahaman, et al., 2020). 

    Multimedia designed for learning requires understanding of some theories such as cognitive theory of multimedia learning, which postulates three assumptions that describe how people learn from instructional multimedia materials (Abdulrahaman, et al., 2020). 

MAYER'S THEORY & PRINCIPLES

    Dr. Richard Mayer developed a learning theory called the Cognitive Theory of Multimedia Learning (CTML) describes learners' cognitive processing of information based on three assumptions derived from previous empirical and theoretical research: (1) information is processed through two separate cognitive channels – a visual and an auditory, (2) the working memory has limited processing capacity, and (3) the learner has an active role in the processing of information (Desiron, et al., 2024). 

    After several years of research, Mayer developed his "12 Principles of Multimedia Learning." Multimedia design principles developed in the CTML are meant to support learners’ active processing by (1) minimizing extraneous processing (e.g., coherence, signaling – five principles), (2) managing essential processing (e.g., segmenting, modality – three principles), and (3) fostering generative processing (e.g., multimedia, voice, emotional design – eleven principles) (Desiron, et al., 2024). 

    Nowadays, especially with the rapid development of multimedia technologies, these multimedia principles have been extended in diverse learning settings, such as computer-based learning environments, web-based learning environments, virtual learning environments, or augmented learning environments (Ceken and Taskin, 2022).

TEACHING ENVIRONMENT

    When it comes to instructional digital multimedia materials, some research shows that they rarely are designed in accordance with multimedia principles. Since available digital multimedia materials are not often following multimedia principles, teachers may, as with non-digital instructional materials, need to create their own. This process would likely require them to have the motivation, technical skills and technological tools to do so (Desiron, et al., 2024). 

    As a teacher of multimedia, I am often called upon by my fellow teachers to help them with tools from simple things, like making a Google Form, to more complex, like video stories or compiling photos for a presentation.  Further, teachers’ teaching experience in years and gender are also significant predictors, with female teachers with less teaching experience more prone to create their own digital multimedia materials. Because the use of instructional digital multimedia materials is not only more common in classrooms but also a keystone of the digitalization of schools, teachers need the corresponding technological knowledge (Desiron, et al., 2024). 

    Technology is evolving and scholars in the areas of Information Technology (IT) and education technology are continuing to study how multimedia technologies can be harnessed for the enhancement of teaching and learning. A software tool can be used to expand teaching and learning in various fields. It is important to provide students with practical experience in most fields of learning (Abdulrahaman, et al., 2020). 

    Multimedia technology helps simplify abstract content, allows for differences from individuals and allows for coordination of diverse representation with a different perspective. The use of the computer-based technique as an interface between students and what they are learning with suitable fonts and design can be very valuable (Abdulrahaman, et al., 2020).

    Still, to be effective in the classroom, teachers need to gain a better understanding of how to use it through Mayer's principles with training and professional development. It's not enough to just throw a Blooket on a tv screen and have students take it because you need a quick grade or a five-minute break. Make sure that tool has a meaning behind it. 

MY MULTIMEDIA TOOLS

    In today's world, you can learning anywhere with any type of technology. The above picture shows my two children looking at their iPad while playing Class Dojo Islands. Yes, I do give my two screen time breaks, but I don't want to totally deny them access to technology when they are living in a technology-based world. 

    The same can be said for my classroom. I've made current events quizzes into Blookets, explained the photography exposure triangle through an edPuzzle, and I've added more graphics, photos, and less images to my presentations to get my lesson's point across. I am always looking to improve. 

    For my teaching, I use programs like Canva and Adobe Express to create my presentations, so that my students can understand the lesson. I like to use lots of visuals and hands-on activities. I feel students learn better by doing. 

    Just last week, I had a student who had difficulty writing, but she does great at verbal communication. I told her to make a video using her smartphone and turn that into the Google Classroom, instead of writing a paper. The video was awesome and gave her more confidence in completing that assignment. 

    Get creative. Think outside the box. I believe we can never stop learning. 

REFERENCES

Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A. O., & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11), e05312. https://doi.org/10.1016/j.heliyon.2020.e05312

Çeken, B., Taşkın, N. Multimedia learning principles in different learning environments: a systematic review. Smart Learn. Environ. 9, 19 (2022). https://doi.org/10.1186/s40561-022-00200-2 

Désiron, J. C., Schmitz, M. L., & Petko, D. (2024). Teachers as creators of digital multimedia learning materials: Are they aligned with multimedia learning principles. Technology, Knowledge and Learning: Learning Mathematics, Science and the Arts in the Context of Digital Technologies. https://doi.org/http://dx.doi.org.wmlsrsu.idm.oclc.org/10.1007/s10758-024-09770-1

Richard E. Mayer, The promise of multimedia learning: using the same instructional design methods across different media, Learning and Instruction, Volume 13, Issue 2, 2003, Pages 125-139, ISSN 0959-4752, https://doi.org/10.1016/S0959-4752(02)00016-6 (https://www.sciencedirect.com/science/article/pii/S0959475202000166)