In the online education initiative where I am involved as an instructional designer, one key consideration in its design is the incorporation of multimedia to enhance student engagement and achieve learning outcomes. While this approach creates a more dynamic and engaging learning experience, it is important to evaluate whether multimedia elements support students or if they become too much.
In this context, Mayer’s (2014) evidence-based principles for reducing extraneous processing have provided a critical and practical framework for examining multimedia integration. One relevant aspect is the use of decorative images. It is a common misconception that adding decorative images can solve the issue of text-heavy content. However, interesting but irrelevant images may increase extraneous cognitive load, distracting learners from the intended learning outcomes.
Additionally, the principle of spatial contiguity should not be compromised due to development-related constraints. Placing corresponding illustrations or video resources far from related content can disrupt the learning process. Therefore, it is crucial to consider cognitive processing when designing layouts and positioning information to optimize the learning experience.
Lastly, incorporating read-aloud audio can enhance student learning not only by improving accessibility but also by supporting the principle of temporal contiguity. Beyond text and images, audio presents words asynchronously, allowing for cognitive integration through multiple channels.
Regarding the last question about converting a PowerPoint presentation into a video for online distribution, I would apply Mayer’s principles for fostering generative processing as follows:
- Multimedia – I would incorporate narrated animation to enhance engagement. Specifically, presenting examples and scenario-based questions in this format would significantly improve the learner experience compared to simply explaining them in text. Additionally, I would integrate reflection questions after each subtopic using the H5P feature, allowing learners to pause and reflect on their learning in a more interactive way.
- Personalization – For the narration in the video, I would use “I” and “you” instead of third-person language to create a more personalized and conversational tone.
- Voice – I would avoid using AI-generated or synthetic voiceovers. Instead, I would ensure that the course developer or instructor provides the narration. One approach to consider is using tech tools such as Look to display both the presentation slides and the presenter on the same screen, fostering learners’ generative processing. If the presenter is centered in the video, key terms or essential figures from the PowerPoint slides could be incorporated as animated graphics to reinforce key concepts.
References
Harvard University. (2014). Research-based principles for multimedia learning [Video]. YouTube. https://www.youtube.com/watch?v=AJ3wSf-ccXo
Mayer, R. E. (2014). Multimedia instruction. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 385-399). Springer Science & Business Media. https://doi.org/10.1007/978-1-4614-3185-5
