Leah Li

Multimedia Lesson Plan: Relieve Stress

• Goal

Learners will be able to define stress and state its causes, physical symptoms and ways of relieving stress.

• Learning Objectives

By then end of the lesson, learners will be able to:

1. Define stress.
2. List causes of stress.
3. Identify physical symptoms of stress.
4. Explain ways of relieving stress.

• Prior Knowledge

1. Learners will need to know the anatomy of the human body. Herein, they should be able to identify different parts and systems of the human body.
2. Learners will need to be familiar with how different body parts function.

• Delivery
• Introduction: Define stress and narrate a personal story of a stressful event and its consequences. 
  • Text instructions
  • Slide presentation

Causes of stress

• Text instructions
• Slide presentation

Physical symptoms of stress

• Text instructions
  • Images

Ways to relieve stress

• Text instructions
• Animated GIF

Evaluation

• Learners will respond to questions at the end of the presentation.

Multimedia Learning Principles

This interactive video follows the modality principle which states that “people learn better from graphics and narration than from graphics and text” (Mayer, 2009). The narration explains to the learners the message conveyed by different images and animations used in the video. This further is in line with dual coding theory which indicate that we take in information via two distinct channels: visual and auditory channel. The visual channel takes in images and printed texts while the auditory channel takes in sounds. The incorporation of images and narration in this interactive video manages essential processing with the great advantage that the use of images have in the learning process. the use of images in teaching enhances student interactivity with the learning object and facilitates meaningful discussion which contributes to greater understanding. Furthermore, the use of images enable students develop visual literacy skills and to a larger extent contributes to their critical thinking skills as well as lifelong learning.

This interactive video further follows the contiguity principle which assert that “people learn better when corresponding words and pictures are presented near to each other and simultaneously”. Throughout this interactive video, I incorporated pictures and provided brief explanation next to each pictures. The pictures are relevant to the subject matter and all the text labels and descriptors are located on top of the images and are presented on the same screen. None of the pictures incorporated in this interactive video have its text labels and descriptors extending to a new window. The use of relevant images and placing of text labels next to the images reduces extraneous processing which would otherwise interfere with the learning process.

This interactive videos have largely excluded extraneous words, sounds and images. The slides are short and direct to the point. The video does not include images or music that is only meant to spice it up. Only images and relevant narration has been included in this interactive video. According to Mayer (2009), the inclusion of irrelevant images, effects and sounds only serve to divert learners’ attention and would be detrimental to the learning process. This concept is in line with the coherence principle which asserts that “people learn better when extraneous words, pictures and sounds are excluded” (Mayer, 2009). The exclusion of irrelevant images, sounds and words is meant to reduce extraneous processing which would otherwise make learning more difficult.

Redundancy principle is another principle that has widely been used in this interactive video. This principle states that people learn better from graphics and narration than from graphics, narration and printed text” (Mayer, 2009). As much as the video has used narration, graphics and text instructions as outlined in the multimedia lesson plan, each and every slide uses either narration and printed text or graphics and narration and not all at a go. This is in line with the dual coding theory which indicates that the visual channel takes in both printed texts and images; therefore, using the two on a single slide may stress cognitive load (Mayer, 2009). To promote meaningful, instructors should design learning objects that reduce cognitive load where working memory is freed for deep cognitive processing during learning. This is based on the understanding that cognitive process in working memory determines the type of information that is to be selected, the knowledge that is to be retrieved from the long-term memory and the new information that is to be transferred to the long-term memory. However, there is a limit to which new information can be processed in the working memory and thus cognitive overload emanates when the capacity of the working memory is exceeded. All these are based on the cognitive learning theory.     

Reference

Mayer, R. E. (2009). Multimedia learning (2nd ed). New York: Cambridge University Press.

Link to the Twine Interactive Story: file:///C:/Users/USER-PC/Downloads/The%20Beginning%20(2).html

The multimedia object selected for this assignment is a Twine Interactive Story. The story describes different theories on the origin of the novel coronavirus, the prevalence and the preventive measures to curb the spread of the virus. This interactive story has been improved by incorporating images to demonstrate the content conveyed in the text. As much as the story does not incorporate audio as it is the case with the redundancy principle, it obeys several other multimedia learning principles. This interactive story reduces extraneous processing through the use of cues which highlight the organization of essential materials therein. This aspect is in line with signaling principle whereby I have used brief sentences to introduce a paragraph, thus giving the reader a clue of what the paragraphs are about.

This interactive story further obeys the contiguity principle which asserts that “people learn better when corresponding words and pictures are presented near each other and simultaneously” (Mayer, 2009). Throughout the story, I have incorporated pictures below the texts to provide more clarity on whatever is conveyed in the text. The incorporation of pictures in this interactive story is guided with the understanding that the use of images is an effective method of presenting abstract concepts when teaching. Besides, images help learners to develop visual literacy skills that are essential in developing critical thinking skills.

The incorporation of images in the interactive story is in line with the cognitive theory which states that people learn better from words and images as opposed to using words alone. Multimedia herein encompasses the use of both text and images. Mayer (2005b) argues that “multimedia learning occurs when we build mental representations from words and pictures (p. 1)”. Words in the cognitive theory refers to either the spoken or written whereas the pictures may include photos, videos, animations or photos. According to Mayer (2009), the main idea behind cognitive theory is that learners try to establish meaningful connections between words and pictures which facilitates the learning process as opposed to the use of either words or images alone. Herein, the learner is able to construct new knowledge.

References

Mayer, R. E. (2009). Multimedia learning (2nd ed). New York: Cambridge University Press.

Mayer, R. E. (2005b).  Introduction to multimedia learning.  In R.E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning.  New York: Cambridge University Press.

Hello Connor, Great post. I like your explanation of the coherence principle. I viewed your interactive video and indeed it is easy to follow and has excluded extraneous materials that would distract readers. This explanation suits the coherence principle which asserts that people learn best when extraneous materials are excluded (Mayer, 2009). This perspective goes in handy in reducing extraneous processing. Besides, I like your explanation on signaling principle. It is clear from your interactive story that cues have been used to highlight key information of the story. This is in line with the signaling principle which asserts that “people learn better when cues that highlight the organization of the essential materials are added” (Mayer, 2009). Nonetheless, I wonder if you would have considered including segmenting principle which I find suitable to your interactive story. The sections of your story are short rather than continuous units.

Hello Jin. Great post. I like that you have indicated that you cut out the advertisements in the game to make the video more effective. I relate this assertion to the coherence principle which states that people learn better when extraneous materials are excluded. The advertisements in this case are extraneous materials and thus cutting them out reduces extraneous processing and keep the video simple. Besides, I like that you have indicated that you did not include your voice which would otherwise affect the learners thinking. This assertion further relates to the coherence principle which supports exclusion of extraneous sounds. Nonetheless, I wonder if you would have considered including your voice in the interactive video to replace texts. Inclusion of the voice relates to the modality principle which asserts that people learn better from graphics and narration than from graphics and text (Mayer, 2009). This manages essential processing.

Hello Wei, Excellent post. I like how you have explained the signaling principle. You have stated that the inclusion of bold font and underlining of texts highlights the key points therein. These sentiments are true according to signaling principle which asserts that people learn better when cues that highlight the organization of the essential materials are added (Mayer, 2009). I also like how you have explained segmenting principle. You have indicated that the whole story is told in bits with few connecting words in lieu of a large text which would otherwise be boring to the readers. This assertion is true according to signaling principle which states that people learn better from short and user paced sections rather than continuous units. This manages essential processing. Lastly, I wonder if you would have considered contiguity principle in your post as your interactive story as you have placed corresponding pictures and words near each other.    

The Bad News game follows the segmenting principle of multimedia learning. Segmenting principle asserts that people learn better from short, user paced sections than from continuous units (Mayer, 2014). The game breaks its content into smaller chunks and allows users to stop, reflect and address questions when ready. This principle is critical in managing essential processing. The game further follows contiguity principle which asserts that “people learn better when corresponding words and pictures are presented near to each other and simultaneously” (Mayer, 2014). While playing the game, I noted that the game uses pictures in form of memes to explain concepts discussed earlier. This feature reduces extraneous processing and makes the topic easier to understand. However, the game does not follow the Modality principle which asserts that “people learn better from graphics and narration than from graphics and text” (Mayer, 2014). In essence, the game lacks narration, and only uses graphics and texts. Narration is preferable to written text which has been largely used in the Bad News Game.

The Dual Coding Theory relates to Sketchnoting. The theory asserts that the brain process information using the verbal and visual primary channels. The eyes take in pictures and the ears take in sounds. In sketching, students listen and digest images and sounds and summarize them in their own ways that allows them to understand and recall the information. Sketching follows the redundancy principle which states that “people learn better from graphics and narration than from graphics, narration and printed text” (Mayer, 2014). This is aligned to the Dual Coding theory which asserts that the visual channel takes in both images and texts, thus using both simultaneously overwhelms the visual channel and leads to cognitive overload. Sketching is helpful in understanding and recalling information through listening, digesting and summarizing. The EDCI 337 uses reflective blogging as an active learning method.

Reference

Mayer, R. E. (2014). Principles based on social cues in multimedia learning: Personalization, voice, image, and embodiment principles. The Cambridge handbook of multimedia learning, 16, 345-370.

The TED Talk that I analyze is “The Hidden history found in your teeth” by Carolyn Freiwald. The video takes into account the redundancy principle which states that people learn better from graphics and narration than from graphics, narration and printed text. This principle was widely applied in the video where Freiwald used images to explain the concept of immigration. The pictures depicted immigrants, particularly from Africa and South America crossing the border to gain entry into the United States. This principle is in line with the Dual Coding Theory. The theory explains that humans take in information through the eyes and ears. The ears take in auditory stimuli and the eyes take in images. The theory further explains that the human brain has two short term memory channels for auditory and visual stimuli. The visual short term channel takes in both images and texts; therefore, mixing printed texts and graphics overwhelms the short term visual channel. Herein, Freiwaild uses only narration and graphics throughout the talk to reduce extraneous processing.

This TED Talk further obeys the modality principle which states that people learn better from graphics and narration than from graphics and texts (Mayer, 2014). From the beginning of the talk, the author was brought a human skeleton which she used throughout the talk to explain the hidden history of the teeth. Freiwald further used diagrams of the human tooth to explain the differences in the teeth of people of different races. The use of images and narration herein manage essential processing. Narrations are usually preferred to printed text. Based on Dual Coding theory images and narration are taken in through the visual and auditory channel; this TED Talk allows the brain to make a connection between the sounds it is hearing and the images it is being fed.      

Reference

Mayer, R. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369

Interactive Twine Story Link: file:///C:/Users/USER-PC/Downloads/The%20Beginning%20(2).html

The interactive Twine story I created directly relates to the Multimedia principle. The multimedia principle suggests that humans learn best from words and pictures than just words alone. In my interactive Twine story, I included pictures to explain the context of my story and demonstrate to viewer’s main themes therein. I avoided the use of text alone and instead, opted to include relevant images relating to the storyline. For instance, I used images of a virology laboratory and that of Wuhan’s wet market to explain the theories behind the origin of COVID-19 disease. These images clarify the information discussed therein. This story also relates to the spatial contiguity principle which states that humans learn best when relevant texts and visuals are physically close together. This principle has been obeyed in my interactive Twine story whereby all related texts and images are physically close together in one passage. Intuitively, this allows readers to understand how the texts and images are related, thereby increasing their understanding of the story. They easily process the information without struggling to join the dots.

For educational purposes, I can use Twine to make interactive adventure games that learners can use to learn different topics. Its HTML feature allows users to create self-contained adventure games. Interactive adventure games allow students to collaborate, communicate and work together as a team to complete assignments. These games improve brain function and equip learners with technological skills. interactive adventure games further allow students to establish an emotional connection to learning and subject matter.

The multimedia learning object I have selected is an interactive video. This interactive video is effective in increasing the knowledge transfer on the topic of labor and delivery. The object is in line with multimedia principle which states that people learn better from words and pictures than from words alone (Mayer & Mayer, 2005). Pictures enhance knowledge transfer as they increase learner’s interactivity and promotes visual literacy skills. Visual literacy skills are effective in developing critical thinking skills and lifelong learning. Furthermore, this interactive video is in line with the spatial contiguity principle which asserts that people learn better when corresponding words and pictures are presented near rather than far from each other on the screen or page or in time. As presented in a video, each slide contains a subtopic and all the information therein without extending to the next slide. Related information follows each other without introducing extraneous materials as is with the coherence principle. Moreover, the video adheres to the feedback principle which states that people learn better from multimedia lessons when they receive explanative feedback on their performance (Mayer & Mayer, 2005). Indeed, the video embeds questions which allows students to attempt and give immediate feedback.

This interactive video is based on the dual coding theory which asserts that we take in information using the eyes and the ears. The ears take in sound/auditory stimuli and the eyes take in visual/images. According to the theory, the human brain has two short term memory channels: auditory and visual channels. These short-term memory channels first store the information before it is transmitted to the long-term channels. Taking too much information fills-up the short term memory channel and an individual can no longer take any other information. The video uses few words in a sentence to allow learner’s grasp the content easily without overwhelming the short-term memory channel. The dual coding theory further alludes that images and texts are taken in through a similar channel. This interactive video is in line with this assertion as the video does not mix images and text which would otherwise overwhelm the visual channel.

References

Hello Simin,

I like how you have explained Embodiment principle whereby Dr. Ray included her image on the video which may distract learner’s attention. This assertion somewhat relates to the Dual Coding theory which states that human takes information using the eyes and the ears which takes images and auditory stimuli respectively. The fact that images and texts are taken in via the visual channel, our attention is easily distracted when the image of a speaker is included in the screen. I also like your explanation of coherence principle. Indeed, people cannot remember everything from a presentation, therefore, it is important to exclude extraneous materials during the presentation. I wonder if you could also include modality principle as one of the principle Dr. Ray failed to follow as she repeatedly mixed texts and images. The modality principle people learn better from graphics and narration rather than graphics and text.

Reference

Mayer, R., & Mayer, R. E. (Eds.). (2005). The Cambridge handbook of multimedia learning. Cambridge university press.

Link: https://nathanyi.opened.ca/2021/01/31/talk-about-multimedia-learning/