HEARD AND SEEN - Instructor Led Video and its Effect on Learning

David E. Holder, Jon Young

Abstract

Abstract: This study examined three ways in which instructional designers may create a more efficient learning environment through a better understanding of multimedia learning. First, by using the theories of multimedia learning, we examined a more efficient use of sensory memory. Secondly, the multimedia effect, defined as using visual helps and guides with spoken and written text, was shown to assist working memory in processing new information into existing schema. Last, by using the personalization principle set forth by Clark and Mayer (2008), we will use both the video feed and multimedia together to foster a more social or conversational presentation to the learner.

References

  1. Atkinson, R. K., 2002. Optimizing learning from examples using animated pedagogical agents. Journal of Educational Psychology, 94(2), pp.416-427.
  2. Atkinson, R. K., Mayer, R. E., & Merrill, M. M., 2005. Fostering social agency in multimedia learning: Examining the impact of an animated agent's voice. Contemporary Educational Psychology, 30(1), pp.117-139.
  3. Baddeley, A. D., 1992. Working memory. Science, 255(5044), pp.556-559.
  4. Clark, R. C., & Mayer, R. E., 2008. E-leaning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning 2nd ed. San Francisco: Pfeifer An Imprint of Wiley.
  5. Mayer, R. E.,2001. Multi-media learning. Santa Barbara: Cambridge University Press.
  6. Miller, G., 1994. The magical number seven, plus or minus two: Some limits in our capacity for processing information. Psychological Review 101(2), pp.243- 253.
  7. Moreno, R., & Mayer, R. E., 2000. Engaging students in active learning: The case for personalized multimedia messages. Journal of Educational Psychology, 92(4), pp.724-733.
  8. Moreno, R., & Mayer, R. E., 2004. Personalized messages that promote science learning in virtual environments. Journal of Educational Psychology, 96(1), pp.165-173 Moreno, R., Mayer, R. E., Spires, H., & Lester, J., 2001. The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? Cognition and Instruction, 19(2), pp.117-214.
  9. Paivio, A., 1986. Mental representations: A dual coding approach. Oxford: Oxford University Press.
  10. Sweller, J., 1999. Instructional design in technical areas. Victoria: Acer Press.
  11. Sweller, J. & Chandler, P., 1994. Why some material is difficult to learn. Cognition and Instruction, 12(3), pp.185-233.
Download


Paper Citation


in Harvard Style

E. Holder D. and Young J. (2010). HEARD AND SEEN - Instructor Led Video and its Effect on Learning . In Proceedings of the 2nd International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-674-023-8, pages 186-189. DOI: 10.5220/0002775201860189


in Bibtex Style

@conference{csedu10,
author={David E. Holder and Jon Young},
title={HEARD AND SEEN - Instructor Led Video and its Effect on Learning},
booktitle={Proceedings of the 2nd International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2010},
pages={186-189},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0002775201860189},
isbn={978-989-674-023-8},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 2nd International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - HEARD AND SEEN - Instructor Led Video and its Effect on Learning
SN - 978-989-674-023-8
AU - E. Holder D.
AU - Young J.
PY - 2010
SP - 186
EP - 189
DO - 10.5220/0002775201860189