2006.06.03 羅玟文 Peter, E. D. (2001). Multimedia learning ： empirical results and practical applications. Retrieved 2006.04.02 at http://www.ipfw.edu/as/tohe/2001/Papers/multimedia.pdf

Defining Multimedia

 Multimedia is the “use of multiple forms of media in a presentation” (Schwartz & Beichner, 1999).  Multimedia is the “combined use of several media, such as movies, slides, music, and lighting, especially for the purpose of education or entertainment” (Brooks, 1997).  Multimedia is “information in the form of graphics, audio, video, or movies. A multimedia document contains a media element other than plain text” (Greenlaw & Hepp, 1999).  Multimedia comprises a computer program that includes “text along with at least one of the following: audio or sophisticated sound, music, video, photographs, 3-D graphics, animation, or high-resolution graphics” (Maddux, Johnson, & Willis, 2001).

A Multimedia Framework

 Mayer has based the majority of his multimedia work on an integration of Sweller’s cognitive load theory (Chandler & Sweller, 1991; Sweller, 1999), Pavio’s dual-coding theory (Clark & Paivio, 1991; Paivio, 1986), and Baddeley’s working memory model (1986, 1992, 1999).  Mayer bases his cognitive theory of multimedia learning on the following model.

 這個多媒體學習流程圖是基於三種假設(Mayer,2001)：(1)雙通道dual-channel 假設，人利用分 開的管道來處理視覺/圖像式訊息和聽覺/語言式訊息時(Baddeley, 1998; Paivio, 1986)；(2)有限 容量limited capacity 假設，在同一時間同一管道，只有片段的訊息可以被主動處理(Baddeley, 1998; Sweller, 1999)；(3)主動加工active processing 假設，當學習者專注於認知處理時，有意 義的學習才會發生(Mayer, in press; Wittrock, 1974)。

 This model is activated through five steps: “(a) selecting relevant words for processing in verbal working memory, (b) selecting relevant images for processing in visual working memory, (c) organization selected words into a verbal mental model, (d) organizing selected images into a visual mental model, and (e) integrating verbal and visual representations as well as prior knowledge” (Mayer, 2001, p. 54).

1 Empirical Multimedia Results and Applications

Empirical Results Practical Applications Multimedia Principle: Students learn better On screen animation, slide shows, and narratives from words and pictures than from words should involve both written or oral text and still or alone. moving pictures. Simple blocks of text or auditory only links are less effect than when this text or narration is coupled with visual images. Spatial Contiguity Principle: Students learn When presenting coupled text and images, the text better when corresponding words and pictures should be close to or embedded within the images. are presented near rather than far from each Placing text under an image (i.e., a caption) is other on the page or screen. sufficient, but placing the text within the image is more effective. Temporal Contiguity Principle: Students When presenting coupled text and images, the text and learn better when corresponding words and images should be presented simultaneously. When pictures are presented simultaneously rather animation and narration are both used, the animation than successively. and narration should coincide meaningfully. Coherence Principle: Students learn better Multimedia presentations should focus on clear and when extraneous words, pictures, and sounds concise presentations. Presentations that add "bells and are excluded rather than included. whistles" or extraneous information (e.g. to increase interest) impede student learning. Modality Principle: Students learn better Multimedia presentations involving both words and from animation and narration than from pictures should be created using auditory or spoken animation and on-screen text. words, rather than written text to accompany the pictures. Redundancy Principle: Student learn better Multimedia presentations involving both words and from animation and narration than from pictures should present text either in written form, or in animation, narration, and on-screen text. auditory form, but not in both. Individual Differences Principles: Design The aforementioned strategies are most effective for effects are stronger for low-knowledge novices (e.g., low-knowledge learners) and visual learners than for high-knowledge learns and learners (e.g., high-spatial learners). Well structured for high spatial learners rather than from low multimedia presentations should be created for they are spatial learners. most likely to help.

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