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<!DOCTYPE html> <html > <head> <meta charset="utf-8"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <meta content="width=device-width, initial-scale=1" name="viewport"> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs"> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="gDsy/D7B9NIyA39x5IMwxOI0GVy6UDIRxNaTHBzhCCRDanAVYtN0I3iZo1liLGTrcT2aCHxnaCoEFY3eNwFaeg==" /> <meta name="citation_title" content="Educational Multimedia and Learning Style Preferences" /> <meta name="citation_author" content="Oluwakemi Olurinola" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/24376662/Educational_Multimedia_and_Learning_Style_Preferences" /> <meta name="twitter:title" content="Educational Multimedia and Learning Style Preferences" /> <meta name="twitter:description" content="Multimedia learning offers a significant opportunity to reach the greatest number of students and most effectively support students with different learning styles. 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The basis for the use of multimedia is the assumption that when the user interacts" /> <title>(DOC) Educational Multimedia and Learning Style Preferences | Oluwakemi Olurinola - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/24376662/Educational_Multimedia_and_Learning_Style_Preferences" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '92477ec68c09d28ae4730a4143c926f074776319'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1732806438000); window.Aedu.timeDifference = new Date().getTime() - 1732806438000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Multimedia learning offers a significant opportunity to reach the greatest number of students and most effectively support students with different learning styles. The basis for the use of multimedia is the assumption that when the user interacts within these various methods they learn more meaningfully. The fundamental principle behind multimedia learning is best described by Mayer (2005) “People learn better from words and pictures than from words alone”. This study seeks to provide a framework for multimedia-enhanced education in the curriculum. The multimedia learning tools used in this study was PowerPoint and Multiple Mouse Mischief. The framework for the study was built on what high-end multimedia presentation currently facilitates: presenting course materials in; text, graphics, photographs and animation (visual), audio and discussion (aural), with follow-up point-and-click or drag-and-drop exercises (Kinaesthetic). The study set out to examine how learning styles interact with the presentation media to influence the learning outcomes of the students. The findings revealed no significant main effect of learning style on the students’ achievement scores. However, the result of the multiple classification analysis (MCA) on learning style showed that the kinaesthetic learners recorded the highest adjusted post-test mean achievement score. It was concluded that interactive multimedia presentation can facilitate diverse learning styles and although there are claims about the benefits of multimedia presentations but the reality is that the instructional technologies are only tools and should be applied with careful regard to the complex nature of human information processing.","author":[{"@context":"https://schema.org","@type":"Person","name":"Oluwakemi Olurinola"}],"contributor":[],"dateCreated":"2016-04-13","dateModified":null,"datePublished":null,"headline":"Educational Multimedia and Learning Style Preferences","inLanguage":"en","keywords":[],"locationCreated":null,"publication":null,"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"image":null,"thumbnailUrl":null,"url":"https://www.academia.edu/24376662/Educational_Multimedia_and_Learning_Style_Preferences","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"oou-ng"}]}</script><link 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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F24376662%2FEducational_Multimedia_and_Learning_Style_Preferences%3Fauto%3Ddownload"; window.loswp.translateUrl = "https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F24376662%2FEducational_Multimedia_and_Learning_Style_Preferences%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":44707900,"identifier":"Attachment_44707900","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":24376662,"created_at":"2016-04-13T14:46:02.546-07:00","from_world_paper_id":null,"updated_at":"2021-01-15T23:48:21.102-08:00","_data":{"abstract":"Multimedia learning offers a significant opportunity to reach the greatest number of students and most effectively support students with different learning styles. The basis for the use of multimedia is the assumption that when the user interacts within these various methods they learn more meaningfully. The fundamental principle behind multimedia learning is best described by Mayer (2005) “People learn better from words and pictures than from words alone”. This study seeks to provide a framework for multimedia-enhanced education in the curriculum. The multimedia learning tools used in this study was PowerPoint and Multiple Mouse Mischief. The framework for the study was built on what high-end multimedia presentation currently facilitates: presenting course materials in; text, graphics, photographs and animation (visual), audio and discussion (aural), with follow-up point-and-click or drag-and-drop exercises (Kinaesthetic). The study set out to examine how learning styles interact with the presentation media to influence the learning outcomes of the students. The findings revealed no significant main effect of learning style on the students’ achievement scores. However, the result of the multiple classification analysis (MCA) on learning style showed that the kinaesthetic learners recorded the highest adjusted post-test mean achievement score. It was concluded that interactive multimedia presentation can facilitate diverse learning styles and although there are claims about the benefits of multimedia presentations but the reality is that the instructional technologies are only tools and should be applied with careful regard to the complex nature of human information processing.\n\n"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Educational Multimedia and Learning Style Preferences","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [27862689]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":44707900,"attachmentType":"docx"}"><img alt="First page of “Educational Multimedia and Learning Style Preferences”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/44707900/mini_magick20190213-25665-1erle33.png?1550126684" /><img alt="Academia Logo" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/academia-logo-redesign-2015-A-971495bd31377b9367f5ce5ca92bbc27dd8a843db989cbce3408389c670b62c0.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free DOCX</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Educational Multimedia and Learning Style Preferences</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="27862689" href="https://oou-ng.academia.edu/OluwakemiOlurinola"><img alt="Profile image of Oluwakemi Olurinola" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/27862689/7985500/8944661/s65_oluwakemi.olurinola.jpg_oh_b03c3b66c1c063a8d786773ba5376312_oe_55b3f0e5___gda___1433890190_98e12fed3ce2796b77a4e40723fd70b6" />Oluwakemi Olurinola</a></div><div class="ds-work-card--detail"></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Multimedia learning offers a significant opportunity to reach the greatest number of students and most effectively support students with different learning styles. The basis for the use of multimedia is the assumption that when the user interacts within these various methods they learn more meaningfully. The fundamental principle behind multimedia learning is best described by Mayer (2005) “People learn better from words and pictures than from words alone”. This study seeks to provide a framework for multimedia-enhanced education in the curriculum. The multimedia learning tools used in this study was PowerPoint and Multiple Mouse Mischief. The framework for the study was built on what high-end multimedia presentation currently facilitates: presenting course materials in; text, graphics, photographs and animation (visual), audio and discussion (aural), with follow-up point-and-click or drag-and-drop exercises (Kinaesthetic). The study set out to examine how learning styles interact with the presentation media to influence the learning outcomes of the students. The findings revealed no significant main effect of learning style on the students’ achievement scores. However, the result of the multiple classification analysis (MCA) on learning style showed that the kinaesthetic learners recorded the highest adjusted post-test mean achievement score. It was concluded that interactive multimedia presentation can facilitate diverse learning styles and although there are claims about the benefits of multimedia presentations but the reality is that the instructional technologies are only tools and should be applied with careful regard to the complex nature of human information processing. </p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":44707900,"attachmentType":"docx","workUrl":"https://www.academia.edu/24376662/Educational_Multimedia_and_Learning_Style_Preferences"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":44707900,"attachmentType":"docx","workUrl":"https://www.academia.edu/24376662/Educational_Multimedia_and_Learning_Style_Preferences"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="44707900" data-landing_url="https://www.academia.edu/24376662/Educational_Multimedia_and_Learning_Style_Preferences" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="86361243" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/86361243/The_relationship_between_students_learning_preferences_and_multimedia_presentation_preference">The relationship between students' learning preferences and multimedia presentation preference</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="105695089" href="https://ums.academia.edu/MINAHJAPANG">MINAH JAPANG</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2007</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The relationship between students' learning preferences and multimedia presentation preference","attachmentId":90828658,"attachmentType":"pdf","work_url":"https://www.academia.edu/86361243/The_relationship_between_students_learning_preferences_and_multimedia_presentation_preference","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/86361243/The_relationship_between_students_learning_preferences_and_multimedia_presentation_preference"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="68078408" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/68078408/The_Effect_of_Two_Presentation_Media_on_Students_Learning_Outcomes_in_Visual_Arts">The Effect of Two Presentation Media on Students Learning Outcomes in Visual Arts</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="52443648" href="https://independent.academia.edu/OOlurinola">Oluwakemi Olurinola</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2017</p><p class="ds-related-work--abstract ds2-5-body-sm">This study examined whether or not the use of the PowerPoint presentation (PPT) and the interactive Multiple Mouse (MM) presentation were more effective than the conventional method (CM) in influencing the students’ learning outcomes in Visual Arts. This is with the goal of strengthening the involvement of technology in its teaching. The research design was a pre-test, post-test, control group quasi-experiment. The population consisted of Junior Secondary School three students (JSS3) in Ogun state. Purposive sampling technique was used in selecting three schools. Two of them were experimental groups that were exposed to PowerPoint and Multiple Mouse presentation while the third was the control. An intact class of 110 students was used in each of the selected schools. Two hypotheses were tested using the Analysis of Covariance. The findings revealed significant main effect of presentation media and conventional method (MM, PPT, & CM) on students’ achievement in Visual Arts (F (2, 91...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Effect of Two Presentation Media on Students Learning Outcomes in Visual Arts","attachmentId":86692764,"attachmentType":"pdf","work_url":"https://www.academia.edu/68078408/The_Effect_of_Two_Presentation_Media_on_Students_Learning_Outcomes_in_Visual_Arts","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/68078408/The_Effect_of_Two_Presentation_Media_on_Students_Learning_Outcomes_in_Visual_Arts"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="67648587" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/67648587/The_Effect_of_the_Type_Visualizing_on_the_Presentation_Strategy_of_the_Computer_Based_Multimedia_Learning_and_the_Learning_Style_toward_the_Students_Ability_in_Applying_Concept_and_Procedure_of">The Effect of the Type Visualizing—on the Presentation Strategy of the Computer-Based Multimedia Learning—and the Learning Style toward the Student's Ability in Applying Concept and Procedure of</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="43677198" href="https://universitasnegerimalang.academia.edu/waraskamdi">waras kamdi</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2013</p><p class="ds-related-work--abstract ds2-5-body-sm">This research aims to investigate the effect of the type visualizing—on the presentation strategy of the computer-based multimedia learning—and the learning style toward the student’s ability in applying concept and procedure of object-oriented modelling. The type visualizing on the presentation strategy as an independent variabel includes 2 treatments, static visualization and animation visualization. The student’s learning style (visual and verbal) act as a moderator variabel. The instructional strategy on the multimedia learning follows Merrill (Component Display Theory) and the multimedia presentation format follows Mayer and Moreno (Seven Principles of Multimedia Learning). Learning with computer-based multimedia was conducted in the class with the research subject was the students of STMIK-STIKOM Bali who were in their fourth semester in the year 2011/2012. The experiment design used MANOVA factorial 2x2 design with the samples of 164 students spreaded in 6 different classes. ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Effect of the Type Visualizing—on the Presentation Strategy of the Computer-Based Multimedia Learning—and the Learning Style toward the Student's Ability in Applying Concept and Procedure of","attachmentId":78390485,"attachmentType":"pdf","work_url":"https://www.academia.edu/67648587/The_Effect_of_the_Type_Visualizing_on_the_Presentation_Strategy_of_the_Computer_Based_Multimedia_Learning_and_the_Learning_Style_toward_the_Students_Ability_in_Applying_Concept_and_Procedure_of","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/67648587/The_Effect_of_the_Type_Visualizing_on_the_Presentation_Strategy_of_the_Computer_Based_Multimedia_Learning_and_the_Learning_Style_toward_the_Students_Ability_in_Applying_Concept_and_Procedure_of"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="6890453" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/6890453/How_Learners_Respond_to_Computer_Based_Learning_Material_Based_on_Modality_Learning_Style">How Learners Respond to Computer Based Learning Material Based on Modality Learning Style</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="11562881" href="https://independent.academia.edu/RazaliHassan">Razali Hassan</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"How Learners Respond to Computer Based Learning Material Based on Modality Learning Style","attachmentId":33577432,"attachmentType":"pdf","work_url":"https://www.academia.edu/6890453/How_Learners_Respond_to_Computer_Based_Learning_Material_Based_on_Modality_Learning_Style","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/6890453/How_Learners_Respond_to_Computer_Based_Learning_Material_Based_on_Modality_Learning_Style"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="23157437" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/23157437/MULTIMEDIA_FOR_LEARNING_METHODS_AND_DEVELOPMENT_3TH_EDITION_BOOK_REVIEW">MULTIMEDIA FOR LEARNING: METHODS AND DEVELOPMENT (3TH EDITION) - BOOK REVIEW</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Stephen M. Alessi is an Associate Professor at the University of Iowa, on Psychological and Quantitative Foundations Department. He received his Ph.D. in Educational Psychology form University of Illinois in 1979. His principal research interests are Educational Technology, Multimedia Design, Web-Based Learning and Instructional Simulation. Stephen M. Alessi is an active member of American Educational Research Association, Association for Educational Communications and Technology, European Association for Research on Learning and Instruction and System Dynamics Society. Stanley R. Trollip is an Associate Professor at Capella University, Minneapolis. His main interests are Higher Education, Educational Assessment and Educational Technology. He has published more than 50 publications on topics like Computer based technology, Education methods and development, Classroom management, Educational Software. Stanley R. Trollip is an active member of American Educational Research Association, Association for Educational Communications and Technology</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"MULTIMEDIA FOR LEARNING: METHODS AND DEVELOPMENT (3TH EDITION) - BOOK REVIEW","attachmentId":47481004,"attachmentType":"pdf","work_url":"https://www.academia.edu/23157437/MULTIMEDIA_FOR_LEARNING_METHODS_AND_DEVELOPMENT_3TH_EDITION_BOOK_REVIEW","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/23157437/MULTIMEDIA_FOR_LEARNING_METHODS_AND_DEVELOPMENT_3TH_EDITION_BOOK_REVIEW"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="15062571" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/15062571/The_Cambridge_Handbook_of_Multimedia_Learning">The Cambridge Handbook of Multimedia Learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34087631" href="https://independent.academia.edu/FarshidAliakbari">Farshid Aliakbari</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Cambridge Handbook of Multimedia Learning","attachmentId":38528683,"attachmentType":"pdf","work_url":"https://www.academia.edu/15062571/The_Cambridge_Handbook_of_Multimedia_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/15062571/The_Cambridge_Handbook_of_Multimedia_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="21290593" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/21290593/On_the_Stimulating_Effects_of_Multimedia_Factors_on_Learning">On the Stimulating Effects of Multimedia Factors on Learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42405585" href="https://independent.academia.edu/SylviaEncheva">Sylvia Encheva</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"On the Stimulating Effects of Multimedia Factors on Learning","attachmentId":41801291,"attachmentType":"pdf","work_url":"https://www.academia.edu/21290593/On_the_Stimulating_Effects_of_Multimedia_Factors_on_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/21290593/On_the_Stimulating_Effects_of_Multimedia_Factors_on_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="36721136" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/36721136/The_Impact_of_Interactive_Multimedia_Learning_on_Students_Performance_in_Class">The Impact of Interactive Multimedia Learning on Student's Performance in Class</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="57733434" href="https://independent.academia.edu/VickyVicky71">Hana A . Victor</a></div><p class="ds-related-work--abstract ds2-5-body-sm">This research aims to present results about how the Interactive Multimedia Learning affects the performance of the students. The research was done in our 12th Grade, Practical Research 2 facilitated by Ms. Nadine Lacsina.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Impact of Interactive Multimedia Learning on Student's Performance in Class","attachmentId":56662299,"attachmentType":"docx","work_url":"https://www.academia.edu/36721136/The_Impact_of_Interactive_Multimedia_Learning_on_Students_Performance_in_Class","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/36721136/The_Impact_of_Interactive_Multimedia_Learning_on_Students_Performance_in_Class"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="1488448" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/1488448/Towards_a_New_Generation_of_Multimedia_Learning_Research">Towards a New Generation of Multimedia Learning Research</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1379212" href="https://independent.academia.edu/HaidoSamaras">Haido Samaras</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2006</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Towards a New Generation of Multimedia Learning Research","attachmentId":11634983,"attachmentType":"pdf","work_url":"https://www.academia.edu/1488448/Towards_a_New_Generation_of_Multimedia_Learning_Research","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/1488448/Towards_a_New_Generation_of_Multimedia_Learning_Research"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="2884787" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/2884787/The_impact_of_multiple_representations_of_content_using_multimedia_on_learning_outcomes_across_learning_styles_and_modal_preferences">The impact of multiple representations of content using multimedia on learning outcomes across learning styles and modal preferences</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="40407550" href="https://academia-1.academia.edu/MGardiner">Michael Gardiner</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2983665" href="https://cdu.academia.edu/MichaelSankey">Michael D Sankey</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2011</p><p class="ds-related-work--abstract ds2-5-body-sm">The innovative use of educational technologies provides valuable opportunities for educators to design an enhanced, interactive, more inclusive and engaging curriculum. Key pedagogical motivations for utilising educational technologies include the desire to improve learning performance and student engagement.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The impact of multiple representations of content using multimedia on learning outcomes across learning styles and modal preferences","attachmentId":30818300,"attachmentType":"pdf","work_url":"https://www.academia.edu/2884787/The_impact_of_multiple_representations_of_content_using_multimedia_on_learning_outcomes_across_learning_styles_and_modal_preferences","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/2884787/The_impact_of_multiple_representations_of_content_using_multimedia_on_learning_outcomes_across_learning_styles_and_modal_preferences"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":44707900,"attachmentType":"docx","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":44707900,"attachmentType":"docx","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_44707900" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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