“DO VIDEOS IN POWERPOINT® INCREASE LEARNING? Conclusions!”

VIDEOS (continued)

Research evidence. The results of Mayer’s research indicate that the contiguous presentation of verbal and visual material as in videos with integrated dialogue or narration is most effective for novices and visual learners (e.g., Ventura & Onsman, 2009). That is, the use of meaningful video clips in PowerPoint® may be most appropriate for introductory as well as complex topics and for lower achieving and/or visual/spatial learners.

The empirical findings of research over the past half century on the effectiveness of videos embedded in multimedia classes or modules are noteworthy. Overall, most of the investigations support the “dual-coding theory” that more is better: multimedia auditory/verbal and visual/pictorial stimuli increase memory, comprehension, understanding, and deeper learning than any single stimulus by itself (Kirschner, Kester, & Corbalan, 2011). Learning in the pictorial conditions tested (video and audiovisual) was superior to learning in the verbal (audio) conditions. This is consistent with the picture superiority effect (Nelson, Reed, & Walling, 1976; Paivio, Rogers, & Smythe, 1968).

CONCLUSIONS: There is a solid foundation of cognitive psychology, learning theory, and physiological research and experience with “rich media” (Ayres, Marcus, Chan, & Qian, 2009; Höffler & Leutner, 2007; Kirschner et al., 2011; Lane & Wright, 2011; Mayer, 2009; Metiri Group, 2008). Including still and animated visuals, especially graphics, and media systematically in your slides with intended learning outcomes will positively affect just about every aspect of your teaching or presentation. Distinctions should be drawn among media that are designed to grab and maintain attention, to improve learning, and/or to increase retention or memory of information.

Despite the multimedia research base, there is still an urgent need to test the range of animation and media applications in the specific context of PowerPoint® presentations to determine their effects and limitations under controlled experimental conditions in the classroom at all levels (e.g., Bartsch & Cobern, 2003; Levasseur & Sawyer, 2006). There are a variety of options and uses of multimedia in PowerPoint® for which evidence does not exist.

Hopefully, the review of research in these blogs will provide you with a justification and some traction in gliding your progress toward media-embedded or streamed presentations with your audience as well as gathering data on their effectiveness. Please let me know your thoughts on the research reviewed in these blogs, particularly if there are glaring omissions. I hope you found some value in the work.

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