Assessing Outdated Multimedia Instructional Materials in Chinese Higher Education

-- A Multimedia Learning Analysis

Authors

  • Ziqi Lin

DOI:

https://doi.org/10.54097/386g3q63

Keywords:

Higher Education, Multimedia Instructional Materials, Multimedia Learning Analysis, Teaching Assessment, Assessing Material

Abstract

This essay explores the profound impact of Richard E. Mayer's Cognitive Theory of Multimedia Learning within the context of Chinese higher education. As more and more multimedia materials are used in lectures, many questions have popped up along the way. Therefore, this essay delves into the challenges of outdated instructional materials in Chinese higher education, highlighting issues such as inappropriate visual materials, reliance on personal experience in design, and unclear teaching objectives. In order to address these problems, the essay provides insights for optimizing multimedia learning in Chinese higher education, emphasizing the need for better multimedia content.

Downloads

Download data is not yet available.

References

[1] Ardiny, H., & Khanmirza, E. (2018). The role of AR and VR technologies in education developments: opportunities and challenges. In 2018 6th rsi international conference on robotics and mechatronics, pp. 482-487.

[2] Biggs, J. (2003). Aligning teaching and assessing to course objectives. Teaching and learning in higher education: New trends and innovations, 2(4), pp. 13-17.

[3] Chen, E., & Liu, J. (2012). Applying multimedia technology to the teaching and learning of college English in China: problems and solutions. Journal of Information Technology and Application in Education, 1(3), pp. 108-111.

[4] Chen, E., & Li, Z. (2011). On the application of multimedia technology in foreign language teaching and learning in China's colleges: Challenges, problems and implications. In 2011 International Conference on Multimedia Technology, pp. 595-597.

[5] Clark, R. C., & Mayer, R. E. (2023). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning.

[6] Faraday, P., & Sutcliffe, A. (1997). Designing effective multimedia presentations. In Proceedings of the ACM SIGCHI Conference on Human factors in computing systems, pp. 272-278.

[7] Guo, S. (2005). Exploring current issues in teacher education in China. Alberta Journal of Educational Research, 51(1).

[8] Kolko, J. (2010). Thoughts on interaction design. Morgan Kaufmann.

[9] Kotiash, I., Shevchuk, I., Borysonok, M., Matviienko, I., Popov, M., Terekhov, V., & Kuchai, O. (2022). Possibilities of Using Multimedia Technologies in Education. International Journal of Computer Science and Network Security, 22(6), pp. 727-732.

[10] Mayer, R. E. (2011). Applying the science of learning.

[11] Mayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation. Academic Press, 41, pp. 85-139.

[12] Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of educational psychology, 83(4), p. 484.

[13] Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), pp. 43-52.

[14] Mayer, R. E. (2005). Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, 41, pp. 31-48.

[15] Mayer, R. (2009). The Promise of Multimedia Learning. In Multimedia Learning. Cambridge: Cambridge University Press, pp. 3-27.

[16] Raths, J. D. (1971). Teaching without specific objectives. Educational leadership, 28(7), pp. 714-720.

[17] Reiser, B. J., Krajcik, J., Moje, E., & Marx, R. (2003). Design strategies for developing science instructional materials. In Annual Meeting of the National Association of Research in Science Teaching, Philadelphia, PA.

Downloads

Published

18-09-2024

Issue

Section

Articles

How to Cite

Lin, Z. (2024). Assessing Outdated Multimedia Instructional Materials in Chinese Higher Education: -- A Multimedia Learning Analysis. Journal of Education and Educational Research, 10(2), 130-133. https://doi.org/10.54097/386g3q63