Multimedia has been a rather easy term for me to grasp. Meyer (2009) puts it very simply describing multimedia learning as “learning from words and pictures” (p. 1). Comparably, the YouTube presentation provided an extended version of his definition adding that multimedia not only comprise of text and visuals, but it also includes sound and animation (Leeya, 2015). Meanwhile, there are other standard dictionaries like Merriam-Webster (2023) that define multimedia as “a technique (such as the combining of sound, video, and text) for expressing ideas (as in communication)”. A concise definition can also be derived when the word itself is further dissected. For instance, multi refers to many while media is a means or medium of communication. The medium can be in the form of video or written communication among others.
Although there may be varying meanings of the term and although it may mean different things to different individuals, I have come to the understanding that multimedia facilitates the communication process which can be done via text, visuals, audio, and interactive presentations among others. This is essentially what I have garnered on multimedia from the readings, videos, and other external sources. Overall, I think the definitions provided so far are pretty simple and sufficient.
As it pertains to the YouTube presentation, I think the sound, graphics, color, text, and communication style were excellent and appropriate for my learning style and preference. The duration was also suitable, but the way it ended left me feeling like more was coming or made me expect more. Generally, I think it could have ended better perhaps via a wrap-up slide, conclusion, or thank you slide letting the viewer know or indicating that’s the end of the video.
Moreover, I am also concerned about the split attention phenomenon occurring while viewing the video. Mayer (2009) specifically noted that when “visual attention is split between the animation and the text” it results in “less relevant material being selected for further processing. By contrast, when words are presented as speech, they can be processed in the auditory channel, thus freeing the visual channel for the processing of the animation” (p. 276-277). It would thence be more effective if speech or narration was incorporated to better facilitate cognitive processing of the information presented in the video.
Although I think that it is appropriate for my learning style, that may not necessarily be the case for other learning styles and preferences. In fact, the literature explores the correlation between instructional methods and learning styles. According to Pashler et al. (2009), “the instructional method that proves most effective for students with one learning style is not the most effective method for students with a different learning style” (p. 105).
It also may not be suitable for learners that have a particular disability. For instance, a learner with a visual impairment will benefit more from narration as opposed to the musical background. Also, someone who struggles with reading will also benefit from narration. However, it may be accessible to learners who have hearing impairments as it will be easy for them to read and comprehend the text, visuals, and animations.
For the most part, the video contained most of the key features that make multimedia presentations effective. Mayer (2009) noted these features to be coherence, signaling, and spatial contiguity. With all of this taken into account, my rating for the overall multimedia experience would be an 8 out of 10.
That concludes the discourse for this week! The ball is now rolling and so I look forward to viewing your thoughts, queries, and or concerns.
Krista
MDE student
University of Maryland Global Campus
University of Maryland Global Campus | UMGC
References
Leeya, A. (2015). Chapter 1: Introduction to multimedia [Video]. Youtube. https://www.youtube.com/watch?v=eXYNSLL0OX0
Mayer, R.E. (2009). The promise of multimedia learning. In R. E. Mayer, Multimedia learning (2nd ed., pp. 3-27). New York: Cambridge University Press.
Mayer, R.E. (2009). Principles of multimedia design. In R. E. Mayer, Multimedia learning (2nd ed., pp. 265-280). New York: Cambridge University Press.
Merriam-Webster. (2023). Multimedia. Merriam-Webster Dictionary. https://www.merriam-webster.com/dictionary/multimedia
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Retrieved from http://journals.sagepub.com/doi/pdf/10.1111/j.1539-6053.2009.01038.x [eReadings]