Assessing Outdated Multimedia Instructional Materials in Chinese Higher Education: -- A Multimedia Learning Analysis

Ziqi Lin

doi:10.54097/386g3q63

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 Therefore, this essay delves into the challenges of outdated instructional materials in Chinese higher education, highlighting issues such as inappropriate visual materials, reliance on personal experience in design, and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.

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References

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