INTERNATIONAL VISITING LECTURE

 INTERNATIONAL VISITING LECTURE

The debate with the topic "The Implementation of Multimedia Learning Theory in Education" was place on Friday, December 9, 2022. The speaker was Asst. Prof. Dr. Elin Eliana Binti Abdul Rahim from International Islamic University Malaysia.

DEFINITIONS OF MULTIMEDIA

The term "multimedia" refers to media that integrates two or more media elements, such as text, graphics, images, photography, audio, and animation. Text, graphics, animation, video, and audio are the fundamental components of multimedia.

Cognitive theory of multimedia learning, instructional design, and lowering cognitive load in multimedia instruction

The dual-channel processing that takes place in learners' thoughts when employing multimedia instruction is all described by the Cognitive Theory Model of Multimedia Learning. Richard E. Mayer and Roxana Moreno developed this paradigm, which they published in their 2003 work "Nine Ways to Reduce Cognitive Burden in Multimedia Learning." As we examine the cognitive theory of multimedia learning, it is important to bear in mind the three underlying presuppositions of Dual Channel, Limited Capacity, and Active Processing.

(Mayer & Moreno based their model, in part, on the  The Dual-coding Theory by Allan Paivio).

The auditory/verbal channel and the visual/image channel are represented by the two model lines as the two information processing channels, respectively (dual channel assumption). Each of the five columns represents a way of representing knowledge or a physical representation, such words or images. While superficial working memory representations are sounds or images that the student pays attention to or notices during instruction, sensory representations are those that occur in thelearner's ears or eyes. Long-term memory representations are what the student already knows about this particular instruction, whereas internal working memory representations are the verbal and visual models the learner creates. 

 

Many cognitive processes are needed for multimedia learning in both directions. Sound and visual representations need to be created in working memory. While long-term memory looks up and retrieves pertinent earlier information, deep working memory is busy creating verbal models and mental images.

Recall the five cognitive processes: choosing words, choosing pictures, grouping words and pictures, and integrating? This is referred to as Essential Processing and is a component of the learner's overall cognitive demand. This cognitive processing is represented by the arrows in the model. The arrow leading from words to eyes stands for The arrow from words to ears represents spoken words being heard by the ears; the arrow from pictures to eyes represents pictures or images being viewed by the eyes; and the arrow from words to eyes represents printed words being seen by the eyes. The learner's attention to specific auditory or visual stimuli originating from the ears or eyes is represented by the selecting arrows. The organizing arrows depict the learner's development of a cogent verbal or visual representation based, in the words and images that are being sent, in part. Representational Holding is what this is.

The integrating arrow, on the other hand, shows how the verbal model, the pictorial model, and pertinent prior knowledge are combined. Prior knowledge that the learner has engaged may provide as partial guidance for the selecting and structuring procedures. The cognitive demand known as incidental processing is another form. While interesting, incidental processing involves learning activities that are not necessary for deep understanding. Although they are not necessary, their presence nevertheless necessitates processing, which raises the overall cognitive burden. All three demands are combined to form cognitive demand. It can be viewed as an equation:

Essential Processing + Incidental Processing + Representational Holding = Total Processing Intended For Learning (Demand)

As seen in the model, the sum of all those arrows can result in a significant processing requirement. This only affects the learner if the demand is greater than their cognitive capacity. Let's look at some capacity-related principles.

• There are practically no physical limitations to how words and images can be presented.
• The potential for long-term memory to store information is essentially limitless.
• Working memory has a certain amount of space for words and images to be cognitively stored and  manipulated.

We now know, according to principal number 3, that the model's working memory columns (blue-shaded) are subject to the limited-capacity assumption. These pressures may hinder a learner's ability to assimilate information and may quickly result in cognitive overload. Herein is the problem. When learner capacity is thus constrained, how can instructional designers foster "meaningful learning" which necessitates extensive quantities of cognition? This means that while still allowing for meaningful learning to occur, we must pay attention to the cognitive burden on the learner. "Cognitive Overload" can also be viewed as an equation.

Advantages of Multimedia

Is easy to Use, Enhancement of Text only messages, Improves over tradional Audio-video presentations, Gains and holds Attention.

Disadvantages of Multimedia

Expensive, Not always easy to configure, Requires special hardware, Not always compatible.

Benefits of Multimedia Learning / Learning

The learning process is generally more engaging and interactive, teaching time can be cut in half while learning quality is raised, teaching and learning can take place at any time and anywhere, and students' attitudes toward learning can be improved.

Like the picture above which shows the Multimedia Learning Principles that are applied.

Examples of Application of Multimedia in Education

A large number of parties with an interest have used multimedia in the sphere of education. Consequently, the use of multimedia in education has entered the global Trending era. There are several instances of the use of multimedia in the educational setting, including:

1. Online education

With the use of information and communication technology, e-learning is a remote learning method. Instead of taking place in person, the learning process takes place online (directly). The Website, the Meet app, and other platforms can be used to utilise this technology.

2. Media that is Interactive (In the form of Applications or the like)

This interactive media is presented as an application that includes all of the lesson content, including readings and quizzes. Materials and questions are presented through interactive learning media in an appealing manner to pique students' interest in learning.

3. Participatory Games

There are several interactive learning games available nowadays that are utilized for both teaching and learning. When he was still a college student, the author even created instructional games. Children's skills and attention can be sharpened through the use of interactive games, resulting in more imaginative and eager learners.

4. Tutorials

Interactive learning tutorials can be provided using interactive multimedia. For instance, if you want to teach someone how to plant a tree, you could create an interactive video instruction utilizing a webcam. In order for customers to quickly understand the Video Tutorial, it is now presented in the most appealing and understandable way possible.

Multimedia Sophistication In Learning

When multimedia technology is used in the classroom, learning becomes more engaging, interactive, and efficient in terms of how much time is spent on it. Learning also improves in quality, overcomes verbalism, and can be completed wherever and whenever the student chooses, while also encouraging students to be creative and innovative in order to reach their full potential. Multimedia technology has the power to enlarge microscopic, invisible-to-the-eye objects and zoom out impossibly vast ones that are displayed in a study space.

Conclusion

The term "multimedia technology" refers to the integration of computer technology with two or more media elements, such as images, text, graphics, photography, audio, and animation. Two categories of multimedia technology exist: interactive multimedia and linear multimedia. A linear multimedia is one that lacks a control mechanism that students can use to operate it. Using controllers that the user can utilize, this interactive multimedia is running sequentially and gives the user a variety of options. What are your goals for the next procedure? Interactive learning through multimedia and game applications are two examples of interactive media. Environmental conditioning is a technique that facilitates learning. Learning takes place. Therefore, it is crucial to establish learning environments that enable students to study. When it comes to learning as a mental activity, students can engage with their surroundings and change their generally consistent behavior. As a result, the environment is one of the key factors in learning activities. How the components of this environment were put together can change how students behave.

In order to make learning more relevant, purposeful, controllable, and pleasant, multimedia technology can be utilized in the learning process to impart information, skills, and attitudes as well as to pique interest and a desire to learn.