Ten Common but Questionable Principles of Multimedia Learning Flashcards
Multimedia Produces More Learning Than Do Live Teachers or Older Media Such as Textbooks or Television
When media (or multimedia) are used for instruction, the choice of medium does not influence learning
Multimedia Instruction Is More Motivating than Other Instructional Media
student interest does not result in more learning and overall it appears to actually result in significantly less learning than would have occurred in ‘instructor led’ courses”
Multimedia Instruction Provides Animated Pedagogical Agents that Aid Learning
well-designed studies continue to indicate no learning benefits from agents.
Multimedia Instruction Accommodates Different Learning Styles and So Maximizes Learning for More Students
“there is no benefit to matching instruction to preferred learning style, and there is ‘no evidence that understanding one’s learning style improves learning and its related outcomes” (p. 107).
Multimedia Instruction Facilitates Student-Managed Constructivist and Discovery Approaches That Are Beneficial to Learning
Discovery-based multimedia programs seem to benefit experts or students with higher levels of prior knowledge about the topic being learned
Multimedia instruction Provides Students with Autonomy and Control over the Sequencing of Instruction
There is also evidence that when students are learning how to implement strategies or solve problems, sequencing of lessons and learning tasks so that they represent the way that tasks are performed by accomplished experts results, in more effective transfer of learning than student control of sequencing,
Multimedia Instruction Allows Students the Opportunity to Practice Critical and Higher-Order Thinking
Multimedia is not required for or necessarily instrumental in learning to think critically
Multimedia Instruction Encourages Incidental Learning of Enriching Information
incidental learning is not a benefit of multimedia, one must wonder whether it is a benefit at all, since it tends to occur only when instructional design ignores learning objectives and/or fails to direct student attention to any specific instructional content.
Multimedia Instruction Promotes Interactivity
It appears, then, that all forms of interactivity are not necessarily a benefit to learning
Multimedia Instruction Permits Students to Experience an Authentic Learning Environment and Activities
Clark and Blake (1997) - argued that transfer is enhanced when the two environments share less obvious “structural or critical” features such as implicit goals, cognitive demands, theoretical constructs, incentives, or stressors
