“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.

COPYRIGHT © 2011 Ronald A. Berk, LLC

“DO STILL IMAGES AND VIDEOS IN POWERPOINT® INCREASE LEARNING?”

STILL IMAGES
Much has been written in the basic PowerPoint® references about the power of visuals in PowerPoint®. Pictures, graphs, charts, diagrams, and a variety of graphic designs can stimulate emotional reactions and increase attention and retention of content more than words alone (Markel, 2009; Mayer, 2009, in press; Lane & Wright, 2011). The stronger the images, the more powerful the slides, the more effective your presentation will be.

VIDEOS
Beyond these visuals and infographics are the uses of video clips embedded in PowerPoint® slides (Berk, 2009a) and streaming videos in the presentation (Eddy & Bracken, 2008; Miller, 2009). Since there are few guidelines for videos in the most popular PowerPoint® sources on the topic, this section addresses the value and impact of videos.

Cognitive and learning theories. Several theories of learning have examined the dual coding of verbal communication, including visual, auditory, or articulatory codes, and nonverbal communication, which may include shapes, sounds, kinesthetic actions, and emotions. The theories have been linked to multimedia and the research has tested a variety of applications.

Multimedia typically refers to the presentation of material in two forms: auditory/verbal and visual/pictorial (Mayer, 2009, in press). Strategies have included PowerPoint® (Gellevij, Ven Der Meij, De Jong, & Pieters, 2002; Mayer & Johnson, 2008) and games (Moreno & Mayer, 2004, 2005) in a variety of content areas.

Mayer’s (2009) cognitive theory of learning is activated through five steps: “(a) selecting relevant words for processing in verbal working memory, (b) selecting relevant images for processing in visual working memory, (c) organizing selected words into a verbal mental model, (d) organizing selected images into a visual mental model, and (e) integrating verbal and visual representations as well as prior knowledge” (p. 54). His theory represents an amalgam of Sweller’s (1999) cognitive load theory (Chandler & Sweller, 1991; Kirschner, Kester, & Corbalan, 2011), Baddeley’s (1999) working memory model, and Paivio’s (1986) dual-coding theory (Clark & Paivio, 1991).

WHAT’S NEXT? What does Mayer’s research indicate about the impact of videos on learning? The final conclusions will be presented.

COPYRIGHT © 2011 Ronald A. Berk, LLC