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Formative Research on Multimedia Learning Principles in the Instructional Design of Online Courses

Boadum, Nana Kwabena Anyani
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596255899584713

Abstract Details

2020, Doctor of Philosophy (PhD), Ohio University, Instructional Technology (Education).
With the continuing growth of online education in the United States (US) and across the world, the value of quality design and multimedia instruction is critical. The benefits gained from multimedia instruction depends on how well the design of the multimedia instructional materials align with the human cognitive learning process, and this is where the multimedia learning principles come into play. Mayer's (2001, 2009) multimedia learning principles posit that people learn better when words and images are combined instead of words only. Most of the experiments conducted focused on concise, narrated animations and computer-based as well as paper-based lessons lasting few minutes in studying the effect of individual principles on learning. Empirical studies that specifically evaluates the strengths, weaknesses or possible improvement of the principles are limited or lacking. These principles and their guidelines, like other design theories are not in a state of perfection and still has room for improvement (Reigeluth & Frick, 1999). In this study, the multimedia learning principles for optimizing generative processing was used to design an instance of an online lesson for teaching informational content (cyberbullying). To contribute to the expansion of the knowledge base of the multimedia learning principles and its application, the researcher employed Reigeluth’s and Frick’s (1999) formative research methodology. The commitment of the researcher was to search for how the guidelines for the application of the multimedia learning principles can be improved, in areas where the goal of the design theory was not achieved based on learner feedback. The findings showed that the use of multimedia assets that allowed learners varying degrees of interactivity in the lesson was both effective and appealing. Other features that worked or were liked by learners include content accuracy and relevance and overall lesson sequence, among others. Learners felt distracted and did not like the use of emoji like or clip-arts images, preferred realistic images, and preferred having more videos to still images. The researcher concluded that it would be challenging for an instructional designer to implement the multimedia learning principles if their knowledge of the principles as well as other relevant instructional design theories are limited or not current with recent evidence. Creating a design blueprint that maps the principles to the lesson content, serving as a rubric can be beneficial in the application of the principles. Other specific improvements to application of the multimedia learning principles were identified.
Greg Kessler, PhD (Committee Chair)
Krisanna Machtmes, PhD (Committee Member)
Alan Wu, PhD (Committee Member)
Jesse Strycker, PhD (Committee Member)
Danielle Dani, PhD (Other)
225 p.
Education; Educational Technology; Instructional Design
Formative Research; Multimedia Learning Principles; Multimedia Theory; Multimedia Instruction; Online Learning

Recommended Citations

Citations

  • Boadum, N. K. A. (2020). Formative Research on Multimedia Learning Principles in the Instructional Design of Online Courses [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596255899584713

    APA Style (7th edition)

  • Boadum, Nana Kwabena Anyani. Formative Research on Multimedia Learning Principles in the Instructional Design of Online Courses. 2020. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596255899584713.

    MLA Style (8th edition)

  • Boadum, Nana Kwabena Anyani. "Formative Research on Multimedia Learning Principles in the Instructional Design of Online Courses." Doctoral dissertation, Ohio University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596255899584713

    Chicago Manual of Style (17th edition)

ohiou1596255899584713
367
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This open access ETD is published by Ohio University and OhioLINK.