Education and Information Technologies

, Volume 11, Issue 1, pp 21–32 | Cite as

Towards a Participatory Multimedia Learning Model

Article

Abstract

The purpose of this paper is to present a participatory multimedia learning model that can be used in designing multimedia learning environments that support an active learning process and creative participation. Participatory multimedia learning can be defined as learning with systems that enable learners to produce part of the learning materials themselves. The aim of the model is to represent the human information processing system and to support the transformation of free cognitive resources into a germane cognitive load needed for knowledge construction. The paper also elaborates on the results of an empirical study examining the effectiveness of student-generated illustrations. Finnish elementary school students (N = 187) learned about the human immune system by interacting with multimedia learning materials. Students performed better on a retention test when they generated their own illustrations by drawing and when explanations were presented as animations, compared to students who received only textual material or generated illustrations from images offered.

Keywords

Multimedia Learning Cognitive load Information processing 
This is a preview of subscription content, log in to check access.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Aleven, V. and Koedinger, K. R. (2002) An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science, 26, 147–179.CrossRefGoogle Scholar
  2. Baddeley, A. D. (1990) Human Memory: Theory and Practice. Lawrence Erlbaum Associates, Hove.Google Scholar
  3. Baddeley, A. D. (1998) Working memory: Memoire de travail. Life Sciences, 321, 167–173.Google Scholar
  4. Baddeley, A. D. (2003) Working memory and language: An overview. Journal of Communication Disorders, 36, 189–208.CrossRefGoogle Scholar
  5. Bannert, M. B. (2002) Managing cognitive load: Recent trends in cognitive load theory. Learning and Instruction, 12, 139–146.CrossRefGoogle Scholar
  6. Berardi-Coletta, B., Buyer, L. S., Dominowsky, R. L., and Rellinger, E. R. (1995) Metacognition and problem-solving: a process-oriented approach. Journal of Experimental Psychology: Learning Memory and Cognition, 21, 205–223.CrossRefGoogle Scholar
  7. Bloom, B. S. (1956) Taxonomy of Educational Objectives: Handbook 1, Cognitive Domain. Longman, New York.Google Scholar
  8. Carlson, R., Chandler, P., and Sweller, J. (2003) Learning and understanding science instructional material. Journal of Educational Pscychology, 95, 629–640.Google Scholar
  9. Ferguson-Hessler, M. G. M. and Dejong, T. (1990) Studying physics texts: differences in study processes between good and poor performers. Cognition and Instruction, 7, 41–54.CrossRefGoogle Scholar
  10. Fernandez-Duque, D., Baird, J. A., and Posner, M. I. (2000) Executive attention and metacognitive regulation. Consciousness and Cognition, 9, 288–307.Google Scholar
  11. Gagne, R. M., Briggs, L. J., and Wager, W. W. (1988) Principles of Instructional Design. Holt Rinehart and Winston, New York.Google Scholar
  12. Gick, M. L. and Holyoak, K. J. (1983) Schema induction and analogical transfer. Cognitive Psychology, 15, 1–38.CrossRefGoogle Scholar
  13. Hall, V. C., Bailey, J., and Tillman, C. (1997) Can student-generated illustrations be worth ten thousand words? Journal of Educational Psychology, 89, 667–681.CrossRefGoogle Scholar
  14. Isaacs, W. and Senge, P. (1992) Overcoming limits to learning in computer-based learning environments. European Journal of Operational Research, 59, 183–196.CrossRefGoogle Scholar
  15. Jonassen, D. H., Peck, K. L., and Wilson, B. G. (1999) Learning with Technology: A Constructivist Perspective. Prentice-Hall, New Jersey.Google Scholar
  16. Kafai, Y. B., Ching, C. C., and Marshall, S. (1997) Children as designers of educational multimedia software. Computers and Education, 29, 117–126.CrossRefGoogle Scholar
  17. Kalyuga, S., Ayres, P., Chandler, P., and Sweller, J. (2003) Expertise reversal effect. Educational Psychologist, 38, 23–31.CrossRefGoogle Scholar
  18. Ketamo, H. (2002) User and Platform Adaptation in Web-Based Learning Environments. Ph.D. thesis, Tampere University of Technology.Google Scholar
  19. Kirschner, P. A. (2002) Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12, 1–10.CrossRefGoogle Scholar
  20. Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall, New Jersey.Google Scholar
  21. Mayer, R. E. (2001) Multimedia Learning. Cambridge University Press, New York.Google Scholar
  22. Mayer, R. E. and Moreno, R. (2002) Aids to computer-based multimedia learning. Learning and Instruction, 12, 107–119.CrossRefGoogle Scholar
  23. Miller, G. (1956) The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81–97.Google Scholar
  24. Mousavi, S., Low, R., and Sweller, J. (1995) Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87, 319–334.CrossRefGoogle Scholar
  25. Mitchell, M., Andreatta, P., and Capella, E. (2004) Integrating multimedia: Demonstrations of student-generated multimedia products made within regular content-driven courses. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications. L. Cantoni and C. McLoughlin (eds.) Lugano, June. pp. 3962–3967.Google Scholar
  26. Neisser, U. (1976) Cognition and Reality. Freeman San Francisco.Google Scholar
  27. Piaget, J. (1950) The psychology of Inteligence. Routledge and Kegan Paul LTD, London.Google Scholar
  28. Piaget, J. (1953) The Origin of Inteligence in the Child. Routledge and Kegan Paul LTD, London.Google Scholar
  29. Plass, J. L., Chun, D. M., Mayer, R. E., and Leutner, D. (2003) Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19, 221–243.CrossRefGoogle Scholar
  30. Shneiderman, B. (2003) Leonardo's Laptop: Human Needs and the New Computing Technologies. MIT Press, London.Google Scholar
  31. Stern, E., Aprea, C., and Ebner (2003) Improving cross-content transfer in text processing by means of active graphical representation. Learning and Instruction, 13, 191–203.CrossRefGoogle Scholar
  32. Swanson, L. H. (1999) What develops in working memory? A life span perspective. Developmental Psychology, 35, 986–1000.CrossRefGoogle Scholar
  33. Sweller, J. (1988) Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285.CrossRefGoogle Scholar
  34. Sweller, J. (1994) Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295–312.CrossRefGoogle Scholar
  35. Sweller, J., van Merrienboer, J. J. G., and Paas, F. G. W. C. (1998) Cognitive architecture and instructional design. Educational Psychology Review, 10, 251–296.CrossRefGoogle Scholar
  36. Sweller, J. and Chandler, P. (1994) Why some material is difficult to learn. Cognition and Instruction, 12, 185–233.CrossRefGoogle Scholar
  37. Tindall-Ford, S., Chandler, P., and Sweller, J. (1997) When two sensory modes are better than one. Journal of Experimental psychology, 3, 257–287.Google Scholar
  38. Tytler, R. (2002) Teaching for understanding in science: Student conceptions research, and changing views of learning. Australian Science Teachers Journal, 48, 14–21.Google Scholar
  39. Valcke, M. (2002) Cognitive load: Updating the theory? Learning and Instruction, 12, 147–154.CrossRefGoogle Scholar
  40. Winn, W. (2004) Cognitive perspective in psychology. In Handbook of Research on Educational Communication and Technololgy, D.H. Jonassen (ed.), Lawrence Erlbaum, New Jersey, pp. 79–112..Google Scholar
  41. Wittrock, M. C. (1990) Generative processes of comprehension. Educational Psychologist, 24, 345–376.Google Scholar

Copyright information

© Springer Science + Business Media, Inc. 2006

Authors and Affiliations

  1. 1.Tampere Unversity of TechnologyPoriFinland

Personalised recommendations