Multimedia in E-Learnign and Cognitive Overload / Multimedia has infused itself into all aspects of education be it online, distance or in the face-to-face classroom. Its presence has become ubiquitous in education and yet has it really benefitted students to the degree it could? This paper utilizes a review of the literature to define the role of multimedia in e-learning then looks at how multimedia fits into basic pedagogy, learning theory and learning styles. An examination of how multimedia optimally could be incorporated into the curriculum is also conducted. Finally a look at cognitive overload is undertaken to determine if there is such as thing as too much of a good thing; can instructors end up confusing students with poorly designed multimedia presentations? There are many tools to use to present multimedia lessons however, this does not mean they all need to be used in a single lesson, and selecting the right multimedia tool, and content is imperative to ensure learning goals are met. Careful selection and attention to instructional design remains the key determinant in successful learning models and the incorporation of multimedia should be used with basic instructional pedagogy in mind.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/556151 |
| Date | 05 1900 |
| Creators | Mast, Kimberly |
| Contributors | UA South Educational Technology, University of Arizona, School of Art |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | Article |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the UA South Educational Technology Graduate Program and the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
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