Annett Schmeck

The Cambridge Handbook of Multimedia Learning: The Generative Drawing Principle in Multimedia Learning

This chapter examines the research evidence concerning four principles of multimedia design that are based on social cues: the personalization, voice, image, and embodiment principles. The personalization principle is that people learn more deeply when the words in a multimedia presentation are in conversational style rather than formal style. The voice principle is that people learn more deeply when the words in a multimedia message are spoken in a human voice rather than in a machine voice. The image principle is that people do not necessarily learn more deeply from a multimedia presentation when the speakers image is on the screen rather than not on the screen. The embodiment principle is that people learn more deeply when on-screen agents display human like gesturing, movement, eye contact, and facial expressions. The research reviewed in the chapter shows that instructional designers should be sensitive to social considerations as well as cognitive considerations.

Multiple Representations in Physics and Science Education – Why Should We Use Them?

This chapter provides an overview of different models and theories on learning with multiple representations and outlines their importance for physics education. We distinguish between internal and external multiple representations. The latter refer to any combination of visible representations such as pictures, text, graphs, and tables. Physics can be seen as a visual subject and such external representations have an unquestionable relevance in physics education and are described in theories such as the Cognitive Theory of Multimedia Learning, the Integrated Model of Text and Picture Comprehension, and the DeFT framework for learning with multiple representations. Each theory is discussed in this chapter. The benefits of instructional design for learning, that is, the nature of such representations and how they are combined with each other are moderated by individual learner characteristics, some of which are described in the next part of the chapter. The final emphasis on internal representations refers to the way in which external representations are translated into internal mental models: an example used is the Theory of Choreographies of Teaching which closes the chapter.

Hypermedia and Self-Regulation: An Interplay in Both Directions

Rapid technological developments and growing interest in learning approaches other than traditional ones such as ex cathedra teaching have made hypermedia environments an increasingly popular learning device. Such environments have several advantages, but place demands on learners as well, such as requiring substantially more metacognitive and self-regulatory skills compared to structured and guided learning environments. For instance, learners should be able to check whether they learn with an appropriate combination of representations and whether their pace of information retrieval or navigation speed is appropriate. On the other hand, hypermedia environments can also support metacognitive and self-regulatory abilities and skills precisely because of their demands. When learners are not only passive recipients of information that is presented to them in bite-sized pieces but have to take decisions regarding their own learning process, active and constructive learning can be enhanced.