Summary: 
 Cognitive differences and design techniques of multimedia learning

Title: Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules

Name: Emmalie Kipp

Date: 05/06/10

Reference: Austin, K. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. Computers & Education, 53(4), 1339-1354. doi:10.1016/j.compedu.2009.06.017.

Problem: There is a plethora of research done on multimedia technologies in combination with instructional techniques and their effect on learning and concept development. However, the problem with the previous research is that they do not have a cogent theoretical approach. Research tends to be based around technology manipulations but not around finding a theoretically motivated approach to learning. This research was done to find out about the cognitive load of multimedia learners in effect of the design.

Context: Four tests were administered based on comparing multimedia combinations, cognitive individual differences, text positioning and motion and a distracter.

Students from all majors at Texas Tech University participated in the various studies. They were given course credit in exchange for their participation. Each participant was told they will be completing a multimedia lesson. Tests were then collected and participants were briefed on the study.

Findings: The findings of this test were that text positioning and motion distraction were the causes of issues dealing with multimedia conditions. The design of the display can distract from the content, increase cognitive load and detract from any learning that should be taking place.

Recommendations: I agree with the researchers in that more tests should be done in order to gain more information on the effectiveness of the cognitive load before creating a standard of guidelines. They need to find out what is specifically creating this cognitive load and why it is happening. By doing this, instructional designers can implement the findings in their projects and increase the effectiveness of their designs.