Lessons Learned on Education, Transmedia, and Design

Education is constantly evolving with the incorporation of learning technologies; not only are learners adapting to the use of synchronous and asynchronous online learning, but they are also learning to use various learning methods and design content to increase their learning effectiveness. The instructors are constantly seeking ways to increase student engagement, and this is mainly acquired by use of multimedia content where there is a combination of text, graphics, video, animation, and narration.  Despite that the instructors want to make the learning environment more learner-friendly, there are also concerned with ensuring that the learning goals and objectives are achieved.  With this in mind, the instructors and instructional designer are tasked with understanding the different learners’ cultural backgrounds, educational backgrounds and, expected learning needs.  Understanding the different learner (multigenerational learner) backgrounds would research generational differences and multigenerational learner needs. 

By understanding the multigenerational learner needs, one can determine which multimedia principle needs to apply when designing multimedia content.  The multimedia principles theory was learned during the course and, they are greatly summarized by Mandernach (2009):

Multimedia principle

Relevant, instructional graphics to supplement written text should be incorporated to improve learning through the dual coding of verbal and visual information.

Contiguity principle

Place graphics and text close together so that limited working memory is reserved for learning content rather than coordinating various visual components.

Modality principle

Include audio to explain graphics as audio enhances learning more than text by expanding cognitive resources to simultaneously tap both visual and phonetic memory.

Redundancy principle

Supplement graphics with audio alone rather than audio and redundant text to reduce cognitive overload.

Coherence principle

Avoid using visuals, text, and sounds that are not essential to instruction as unnecessary information impedes learning by interfering with the integration of information.

Personalization principle

Use a conversational tone and/or a personalized learning agent to enhance learning via social conventions to listen and respond meaningfully. (p. 1494)

The multimedia principles theory guides the instructor in identifying the appropriate media for each content and guides the instructor or instructional designer in building content.  Each principle may be uniquely used for different learning content. For example, the modality principle may be used in explaining medical terminologies and complex graphics.  The application of each principle should be with the view of reducing cognitive load and increasing long-term memory. 

Effective application of multimedia principles and learning theories can help create a transmedia learning environment whereby the story (instructional content) can readily flow from the beginning to the end.  The instructor could use different media to explain each section of the course content and explain how a previous section interrelates to a proceeding section. For example, a recorded lecture could be used to introduce the course and explain the instructor.  The definition of terms could be explained using the congruity principle whereby graphics and text are placed together, and the terms are highlighted and interrelated to context throughout the learning material.  A character may be designed to guide the students throughout the course and offer guidance on resources, navigation from the beginning to the end of the course and remind the learner of their learning progress when they access the course.  The character would also applaud the learner on successes made in completing assignments.

Figure 1: Transmedia in Education (Pratten, 2016)

Presentations can be turned into stories to enable learners to understand and remember them. Learning games can also be effective transmedia if various features are applied; coaching, self-explanation, pretraining, modality and personalization features (Clark and Mayer, 2016).  The learning games at the end of each module in a course to provide a summary of each content. Each learning game can be correlated to each module to tells a story of what the learner has learned in the course content.  Effective implementation of the modality principle that calls for presenting words in spoken form and pre-training principle where learners are given pre-game activities will also increase the transmedia efficiency in learning.  Overall, learning games can help increase various cognitive skills (Clark and Mayer, 2016); 1) perceptual attention, 2) mental rotation, 3) executive function, 4) spatial visualization and, 5) reasoning. 

There is no one size fits all when using multimedia. The most effective way to reach out to all learners is by being first a subject expert in the course content that one will design multimedia tools, secondly understanding the theories of multimedia, understanding the learning platform that different multimedia tools would be incorporated and understanding the ethical policies in use multimedia in learning and teaching.  This will enable the instructor or designer to identify appropriate media and use it while still complying with the ethical guidelines provided by a learning institution. 

The theory and design of interactive multimedia systems class (LTEC 6210) has been very engaging, and it has given more insight into the importance of the multimedia theory. The course content has given knowledge on the origin of multimedia and how it can be designed and used effectively for effective learning and teaching.  The knowledge acquired will be designed in designing multimedia courses for online learning to increase student learning engagement.   

References

Clark, R. C. & Mayer, R. E. (2016). E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. (4th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Pratten, R. (2016). Connected Museums and Connected learning. Retrieved on December 7, 2020 from https://blog.conducttr.com/connected-museums-and-connected-learning

Mandernach, B. J. (2009). Effect of instructor-personalized multimedia in the online classroom. International Review of Research in Open and Distance Learning, 10(3)

Augmented Reality in Senior Adult (Silent and G.I. Generation) Education

The use of augmented reality (AR) in education creates a unique learning experience for the learner.  AR is defined as a “technology that allows computer-generated virtual imagery information to be overlaid onto a live direction or indirect real-world environment in real-time” (Lee, p. 13, 2012).  As a result, “objects seem to coexist in the same space with the real world” (Bacca et al., p. 133, 2019). Further, the AR experience is enhanced by the addition of sound, video, and graphics.  The experience of using augmented reality and virtual reality (VR) is different because the learner in AR immersed in a real-world environment, whereas in VR, there is a synthetic environment.  Learning using AR helps not only helps in developing critical thinking and problem-solving skills but also in team-building skills.

For senior adults, silent and greater (G.I.) generation, learning new skills help build cognitive skills, and keep the memory active. Cognitive thinking processes involve movement, speed of information processing, pattern recognition, sustained memory, and problem-solving.  Other factors that increase cognition in children and adults are physical activity and/exercise and those suffering from mild cognitive impairment (Herold et al., 2018). Development of cognitive skills can be taught effectively using AR, which would be effective for senior adults.  AR can effectively teach skills such as; blogging, a new language, photography, photo/video editing, dancing, acting, and self-help skills such as health and wellness, preparing meals and physical strength exercises.   The immersive learning experiences using AR will help the learner practically use different equipment or apply different processes.  

Augmented Reality used to Test Parkinson’s Patients (University of Miami, 2020)

Research on augmented reality would be best by the use of qualitative research and quantitative research.  Qualitative research involves “immersing oneself in a scene and trying to make sense of it” (Tracy, p. 3, 2020). This would involve in-person observation (observing how the senior adult learners use and interact with the AR tools).  Interviews after various experiences with the AR tools would be conducted with the senior citizens.  Since the participants would be senior citizens, the interviews would be a mixture of focus-group discussions and one-on-one interviews.  Observation of their attitudes towards using AR tools would include actions, conversations while using the AR tools, voice intonations, facial twitches, and physical activities.  A phronetic research approach (Tracy, 2020) to the research would be used as the research approach suggests that “ qualitative data can be systematically gathered, organized, interpreted, analyzed, and communicated to address pressing concerns and prompt change” (Tracy, p. 2, 2020).   The research investigates the benefits, problems, and risks of senior citizens using AR to learn new skills and senior citizens’ attitude to using AR to learn new skills.  A qualitative survey would be given to the senior citizens that would request them to rate their attitude towards the VR tools and how effectively they have learned the new activity using AR.    A great example of use of AR training senior citizens is a video by Chang (2019), who explains on the importance of AR in training senior citizens on developing cognitive skills and spatial optimization.

Video on How Augmented Reality Would Help Senior Citizens (Chang, 2019)

The qualitative research study questions on the effectiveness of AR in senior adults’ education would be:

• What do you think about technology as a learning tool?
• What do you think about augmented reality technology?
• Describe how AR helped you learn the new skills?
• What are some of the challenges you encountered using the AR tools?

The quantitative research questions would be in the form of a rating scale. Below is an example of the proposed rating scale.

Please rate your level of satisfaction with the following aspects of the AR tool:

	Very Satisfied	Somewhat Satisfied	Neutral	Somewhat Unsatisfied	Very Unsatisfied
Ease of use
Security
Consistency with Interface
Helps in teaching new skills.
Navigation
Makes learning fun.

Survey Sample on Effective of AR Tool for Senior Citizen

Some research studies have been carried out on use of technology in teaching senior adult learners and how to increase their cognitive thinking skills.  These include:

1. Wong, Y., Wong, Y., Chen, H., Chen, H., Lee, V. W. P., Lee, V. W. P., . . . Law, C. (2014). Empowerment of senior citizens via the learning of information and communication technology. Ageing International, 39(2), 144-162. doi:10.1007/s12126-013-9185-4

This research article presents a research study on the importance of promoting digital literacy and internet training to older learners to promote digital inclusion. The research study’s findings showed that computer and internet literacy improve senior citizens’ self-efficacy, empowerment, and increased communication methods with others in society. 

2. Cozza, M., De Angeli, A., & Tonolli, L. (2017). Ubiquitous technologies for older people. Personal and Ubiquitous Computing, 21(3), 607-619. doi:10.1007/s00779-017-1003-7

The research article identifies three types of assistive technologies; supportive, responsive, and preventive.  Supportive technologies help individuals perform tasks on independently, responsive assistive technologies help risk management and raise alarms, and preventive technologies help in predictive problems and provide interventions.

3. Ibanez, M. B., Di-Serio, A., Villaran-Molina, D., & Delgado-Kloos, C. (2015). Support for augmented reality simulation systems: The effects of scaffolding on learning outcomes and behavior patterns. IEEE Transactions on Learning Technologies, 9(1), 46-56.

The research article states that AR can help in focus the learner’s attention on subject matters that are difficult to master.  AR also promotes self-directed learning, and learners learn decision-making skills as they select the order of performance and learning resources. 

Senior citizens can use augmented reality (AR) as an assistive technology in learning both formal and non-formal skills.  It will help them increase their knowledge in real-world scenarios, thus easily applying their learning experiences in real-life tasks.  A great product currently in the market that helps in learning for both senior and young students is Lü-Interactive Playground.  It provides an immersive and interactive learning environment for academic subjects and physical education (gym technology).  Various research studies have been done on how it impacts students’ learning in k-12 learning environments. Lü-Interactive Playground is slowly being integrated into senior citizens’ recreation centers. Future research should be on how it impacts senior citizens’ learning and development of cognitive and decision-making skills. 

References

Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133-149.

Chang, M. (2019, July 1). ARotation_An Augmented Reality Based Spatial Visualization Training Game for the Elderly. Retrieved November 23, 2020 from https://www.youtube.com/watch?v=bDHzhqRejY0

Herold, F., Hamacher, D., Schega, L., & Müller, N. G. (2018). Thinking while moving or moving while thinking – concepts of motor-cognitive training for cognitive performance enhancement. Frontiers in Aging Neuroscience, 10, 228-228. doi:10.3389/fnagi.2018.00228

Lee, K. (2012). Augmented reality in education and training. Techtrends, 56(2), 13-21. doi:10.1007/s11528-012-0559-3

Tracy, S. J. (2020). Qualitative research methods. Collecting evidence, crafting analysis, communication impact. Medford, MA: John Wiley & Sons, Inc.

Learning Games and Simulations

Organizations and companies today are diversifying their training by incorporating using simulation and learning games.  Simulations are viewed to create real-life learning experiences that can be quickly used to adopt to on-the-job activities and helping learners learn to adapt to predicted real life activities that they will carry out in their day to day activities.  Examples of simulations in training could be in training employees in customer service training.  A scenario would be explained before the simulation; the trainee would be asked to choose a character (who would be the customer) and role-play with the character to resolve a problem.  Learning games would be used to train in soft skills that include; time-management, communication, work-ethics, quick decision-making, listening, negotiation and, coordination skills.  Therefore, it is important, to identify how learning games and simulations have been viewed to be successful not only in the corporate world but also in higher education. 

Example of Learning using Simulation (Montgomery College, 2018)

Research has found that learning games and simulators help increase learning engagement and cognitive thinking skills.  Game-based learning and the use of simulation in learning stems its use from constructivism theory and behaviorist theory.  The behaviorist theory focuses on the observable change in behavior and attitudes.  As stated by Gordon (2008), constructivism learning is about “constructing knowledge, not receiving it, understanding and applying, not recall, thinking and analyzing, not accumulating and memorizing, being active, and not passive” (pg. 325).  For example, when students are using learning games and simulations to learn the human anatomy, they seek to create their own knowledge to understand how the human anatomy works, thus understanding the content and the various functions of the human body, instead of route learning the different parts of the human anatomy and their functions.  

Example of Learning Games (Kids Educational Games, 2015)

Further examples have been described by Ali, Castella & Van Looy (2014) that games are used in corporate contexts for skill acquisition, behavioral change in health sectors, and attitudinal change in governments.  The training arcade, a game agency, has different learning games for adult learners. The effectiveness of learning games and simulations has been done through research studies. The research involved control groups and experimental groups and or pre-test and post-test groups (Meluso, et al., 2012).  Research with children has found that young learners (K-12 learners) are engaged in learning,  motivated to learn, and have increased self-efficacy when using learning games and simulators (Iten and Patko, 2016; Meluso et al., 2012).  However, other factors that influenced positive learning experiences with learning games and simulators included prior knowledge, prompt feedback, and instructor’s support.

Learning games and simulations effectiveness have been evaluated based on students’ assessment scores.  Most research done focuses on the scores attained by students before and after using learning games and simulation. However, there need to be more assessment methods used, such as the effective application of skills learned in real-life activities in higher education.  It is easier to assess the effective application in the corporate sector; students in higher education should be evaluated on how games and simulations help them solve real-world problems.  There should also be evaluations of how learning games and simulations help develop personalized learning and develop students’ collaboration skills.  

It is important to have continuous research on the effectiveness of learning games and simulations as they increase the variety of course content presentations to learners.  There should be more research on policies to assess the selection and design of learning games and simulations for learning considering the age groups of the learners.  The use of learning games and simulations is promising for future learning due to increased technology in learning.  However, it is essential to ensure that the games help in meeting the learning objectives.  Learning games can help create customized learning experiences for learners based on their learning needs, help in reinforcing failure is not a setback to learning but an avenue to acquire more knowledge and help learners become more independent thinkers.   

References

Ali, A., Castellar, E. P N. & Van Looy, J. (2014). Measuring effectiveness in digital game-based learning: A methodological review.  International Journal of Serious Games, 1(2), 1 – 21.

Doolittle, P. E., & Camp, W. G. (1999). Constructivism: The career and technical education perspective. Journal of vocational and technical education, 16(1), 23-46.

Gordon, M. (2008). Between constructivism and connectedness. Journal of Teacher Education, 59(4), 322-331. doi:10.1177/0022487108321379

KidsEduc – Kids Educational Games (2015, May 16). Nutrition, Food Pyramid, Healthy Eating, Educational Videos for Kids, Funny Game for Children . Retrieved November 16, 2020 from https://www.youtube.com/watch?v=O0T3EP4NEpI

Iten, N., & Petko, D. (2016). Learning with serious games: Is fun playing the game a predictor of learning success? British Journal of Educational Technology, 47(1), 151-163. doi:10.1111/bjet.12226

Meluso, A., Zheng, M., Spires, H. A., & Lester, J. (2012). Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning. Computers and Education, 59(2), 497-504. doi:10.1016/j.compedu.2011.12.019

Montgomery College (2018, March 9). Nursing Simulation Scenario:  Opioid Withdrawal[Video]. Retrieved November 16, 2020 from https://www.youtube.com/watch?v=K4kaB34jSm8

E-Learning vs. Face-to-Face Learning

The increase in education delivery methods has changed the learning and teaching methods over time through the centuries.  Between 1900 and 1920, face-to-face learning was the main medium of instruction.  From 1923 to the late 1930s, other multimedia was introduced in the classroom to improve the learning experience while still maintaining face-to-face learning. These include overhead projectors, films, and radios.  The development of the internet and the integration of technology in the classroom in the 20^th century has increased the options for learning in person or remotely.  The different modes of learning both have benefits and challenges.

I have had the opportunity to acquire education through face-to-face instruction while pursuing my undergraduate degree and 100% online learning when studying for my master’s degree.  Face-to-face instruction requires the presence of an instructor. The lecture method is mainly used to provide instruction. On the other hand, online learning can be both synchronous and asynchronous.  Asynchronous learning does not require the teacher presence, and the instructor can choose the mode of engagement without “seeing” participants. In synchronous learning, there is a virtual presence of the instructor and the students.  Virtual meetings are scheduled in real-time so that each learner is present. There is interaction and engagement as if the participants and instructors were in a classroom.  As I was studying for my undergraduate degree, one had to go to the brick and mortar classroom to attend classes.  Attendance was mandatory, and one had to travel to the location of the classroom. However, during my master’s degree, all I needed was internet access and a computer, and could study at my own pace while still meeting the assignments’ deadlines. 

Images of E-Learning and Face-to-Face Learning (EdSystango, 2019)

The challenges in asynchronous learning include that it is difficult to evaluate the learner’s emotions and how they interpret instruction. One had to be very careful when giving contributions in discussion forums as one’s statements or comments could be misinterpreted.  Written instruction can be misinterpreted, resulting in poor performance and learning outcomes.  The students may feel isolated from others and thus may terminate their learning.  However, for a non-traditional learner, asynchronous learning is preferred; it provides flexibility in pursuing education. 

During face-to-face learning, learners get narrated feedback from the instructor and thereby increase their performance as a result of the feedback.  However, in e-learning, the learner depends on the written feedback, which would be sometimes be misinterpreted. When getting verbal feedback, the learner can ask for clarification and get instant feedback.  This may be time- consuming as e-learning provides opportunities for providing feedback using multimedia and written text. 

There are different forums in online learning to facilitate group discussions, thereby providing opportunities for extroverts and introverts to be engaged.  This is different in face-to-face learning, as students have to speak to express themselves and show their participation in learning.  As a result of this, the introverts will have difficulty in classroom participation.  E-learning provides both synchronous and asynchronous discussion boards, which provide opportunities for more detailed and honest discussions.  During my undergraduate studies, I found it challenging to be engaged in face-to-face discussions as I was an introvert.  I also observed that introverted students would detest group discussions and always opt for other assignments given options.  However, during my master’s degree, I found it easy to communicate my ideas in online discussion forums.  This is because I did not feel pressured to participate. 

Students have control of their learning in e-learning, while in face-to-face learning, the instructor determines the learner’s success.  The students in face-to-face learning have to follow a required formal system to advance in their learning. However, in online learning, the student has the leeway to review all the course content without limitation. There are no set rules on when a module in the course should be accessed.   

Table 1: Summary of Problems in E-Learning and Face-to-Face Learning

When e-learning effectively uses multimedia, learners are more engaged in the learning process. Some multimedia can be used to help create an immersive learning experience.  However, the most preferable is blended learning that involves both face-to-face learning and e-learning. As stated by Ghanaee and Ahmadi (2016), blended learning improves performance and “focuses on increasing the levels of cooperation between humans and technology and the satisfaction of students in this type of learning is more” pg. 736). Brown and Clark (2019) state that research has found no significant difference between face-to-face students’ performance scores and those studying online.  However, Brown and Clark (2019) further state that “mixed results with advanced -standing face-to-face students having statistically significant higher GPA scores than their online counterparts, but found no significant difference in GPA between non-advanced-standing face-to-face and online students” (p. 45).

The instructor presence makes learning more personalized,  and students feel that the instructor is aware of their presence.  This, in turn,  results in students being more accountable for their learning and increasing in the quality of their assignments or projects.  During my undergraduate studies, I found that the teacher’s presence and availability helped students’ to seek further clarification in work or complex projects in real- time.  Research by Kemp and Grieves (2014) in their research on the students’ response to face-to-face learning and online learning found that 80% of students felt more engaged in learning activities were in a classroom setting as they felt that they were allowed to think more deeply,  whereas, in online learning, answers had to be formal.  On the other hand, 84% said that online learning allowed them to think of their responses.  More research should be carried out on comparison of multimedia in e-learning and face-to-face learning. This is mainly in regard to comparison of use of multimedia with mobile technology for real-time feedback with face-to-face learning.

References

Brown, J. C., & Park, H. (2016). Longitudinal student research competency: Comparing online and traditional face-to-face learning platforms. Advances in Social Work, 17(1), 44-58. doi:10.18060/20870

EdSystango (2019). Online learning vs classroom learning:  Which one to pick for your web development classes? Retrieved on November 9, 2020, from https://www.edsystango.com/blog/online-vs-classroom-learning-web-development/

Ghanaee, A., & Ahmadi, S. A. A. (2016). Explaining the impact of blended learning on relevant factors in west tehran payame noor university. Management Science Letters, 6(12), 735-744. doi:10.5267/j.msl.2016.11.001

Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? undergraduates’ opinions and test performance in classroom vs. online learning. Frontiers in Psychology, 5, 1278-1278. doi:10.3389/fpsyg.2014.01278

Research Study Framework – Multimedia and the Multigenerational Learner

Research Study Title

  Multimedia in Learning and the Multigenerational Learner

Introduction

            Technology has made education increasingly accessible.  Both learners and prospective learners can access learning content and get access to opportunities to learn different skills despite their geographical locations.  All one needs to have is access to the internet.  In other instances, it is also easy to access content offline. There is a lot of investment in technology in education so as to reach the diversified learners. Different learning courses are being designed that are not limited to higher institution education. These include Massive Open Online Courses (MOOCS) offered by platforms such as Coursera, edX, Udacity and FutureLearn.  Other learning platforms are Lynda.com and LinkedIn Learning.  It is important to be knowledgeable of the multigenerational learners needs and preferences in designing the courses so as accomplish goals and objectives and at the same time increase learning.  Adult learners’ learning goals diversity as they differ in age and responsibilities.

Purpose of the Study

Adapting technology to learners preferences creates memorable learning experiences and also increases long term memory.  The research study on multimedia in learning and the multigenerational learner will help researchers gain further insight on the learners attitude towards different methods of instruction, use of technology in instruction and their expected learning outcomes.  The study will also help in identifying the different types of multimedia suitable for the multigenerational learners and how they should be used at each stage in the learning process. 

Future researchers will be able to use the data acquired in the research study to identify which is the most effective way to develop multimedia instruction for multigeneration learners and factors that should be considered in designing online learning content platforms and selecting software. They will also be able to further evaluate the importance of instructors training in understanding the multigenerational learner and how the trainings or lack of affect design of course content and learning platforms that are suitable to students and the learning content. 

Lay people may benefit from the study as they will learn that different learners have different needs in online learning not only in academic forums but also in online social platforms.  They will also learn how to present information to their peers or friends of different age groups in a way that the content can be understood and can learn how to build guidelines for communication with other people in groups within their online social networks.  For example, if a person is presenting educational content on how to effectively create wealth and live a healthy life, they will learn how to present information effectively that will appropriately be interpreted by the reader and therefore result to effective and positive feedback.

Theoretical Framework

            The multimedia principle (Clark and Mayer, 2016) theoretical framework will be used in this research study. In this theory, Mayer (1999) states “meaningful learning involves active cognitive processing in which learners select relevant information, organize it into a coherent representation, and make connections between visual and verbal representation and prior knowledge” (p. 613). Multimedia principle emphasized that it is important to ensure that all images enhance or clarify meaning and identify when one can use static images over animations. Different graphics should be used for different situations. For example, representation graphics (Clark and Mayer, 2016; Kari, 2012) can represent items used in real world work environments, mnemonic graphics (Clark and Mayer, 2016; Kari, 2012) can help the learner remember factual information and organizational graphics (Clark and Mayer, 2016; Kari, 2012) helps learners understand the relationship between contents and contents in different modules. 

Multimedia Principle (DeBell, 2020)

The hypothesis of the study is that multigenerational learners learn effectively when there is a combination of text and graphics rather than text alone during online learning.  As further stated by Clark and Mayer (2016), “people learn more deeply from words and graphics than from words alone”(p. 76).

Participants

The participants involved in the research study will be male and female students in higher educations.  Their age groups were between 40 and 74 years old.  The students will be undergraduate, graduate and postgraduate students.  The participants will be active learners and enrolled in higher educations.

Method of Data Collection

A questionnaire will be designed and distributed online through Qualtrics.  The questionnaire will have two sections; demographic information and survey items.  The demographic information will consist of; age, gender, level of education, level of computer expertise and experience in online learning.  The survey items will have a 5-point Likert Scale.  The reason for choosing the online platform to distribute the questionnaire is because it is easy for the prospective research participants to access the online survey using their technology devices and that it is also easy to reach unreachable population.  Participants will be required to fill in an informed consent form before proceeding with participating in the survey. 

 Research Paradigm

The research study will use interpretive paradigm (Tracy, 2013) to acquire deeper knowledge of  the area of research. Research conclusions will be made from the point of view of the participants in the research study.   The reality of the area of research will be constructed from  the responses from the participants involved in the subject of research through answers in the questionnaire (Tracy, 2013).  Literature review of previous research, interpretation of data analysis by previous researchers who have done related study to the subject of interest or the subject of research will be applied.  This will give the research study a progressive approach on what has been done before about the research area, provides information of areas suggested for further research.

Data Analysis

A code book will be designed  that has key code phrases and their definitions (Tracy, 2013).  Data will be imported from Qualtrics to Excel.  Once the data has been cleaned in excel spreadsheet, it will be imported to the Statistical Product and Service Solutions (SPSS) data analysis platform.  Scales will be developed to define key components found in the data.  Data will be interpreted using hierarchical cluster analysis, higher order analysis and confirmatory Factor analysis.  The mean, mode median and standard deviation will also be used to interpret  the data findings.

Discussion and Presentation of Findings

Graphs, charts, tables and text will be used to discuss the findings found from the data analysis.  Each of the findings will be discussed under subtopics.   Literature on similar findings will be used to support or challenge the findings.  

References

Clark, R. C. & Mayer, R. E. (2016). E-Learning and the science of instruction.  Proven guidelines for consumers and designers of multimedia learning. Hoboken, NJ: John Wiley & Sons, Inc.

DeBell, A. (2020). How to use Mayer’s 12 principles of multimedia. [Examples Included]. Retrieved from https://waterbearlearning.com/mayers-principles-multimedia-learning/

Kari Jabbour, K. (2012). Multimedia principle in teaching lessons. Acta Didactica Napocensia, 5(4), 11-16.

Mayer, R. E. (1999). Multimedia aids to problem-solving transfer. International Journal of Educational Research, 31(7), 611-623.

Tracy, S. J. (2013). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. Hoboken, NJ: Wiley-Blackwell.

Conference Presentations and Benefits

There are numerous conferences in every business sector and in education. The conferences are forums where individuals with similar interests meet to share their ideas and innovations and listen to subject experts.   However, a presentation cannot meet its objective without the presenter having presentation skills; ability to articulate information, present relevant information within a constrained time frame, engage the audience and live a positive impact on the audience.  Conferences are also forums for one to network with others and avenues to help one keep up to date with current innovations and latest research in one’s field of interest. 

Recently, I wrote a literature review on multimedia and the multigenerational learner.  The literature review was a research on the multigenerational learner and how multimedia has been used to meet the learners needs.  It also included recommendations on how to improve learning with multimedia.   There are various conferences that would provide an opportunity to present research studies related to multimedia and the multigenerational learner.   

The first conference  that provides a forum for discussions of integration of technology in education is E-Learn. This is an international conference that provides opportunities for educators and trainers to discuss on development and application of technology in learning. It also a forum that participants communicate on the challenges encountered during online learning.  The conference annually held in November at a selected location.

This year, the E-Learn conference will be a virtual conference and will be held from November 3 to November 5. Types of presentations accepted at the conference include; full papers, brief papers, virtual papers, posters demonstrations, round tables and panels. Accepted papers are published in proceedings and in LearnTechLib, The Learning and Technology Library. Selected papers are also invited to be published in the Association for the Advancement of Computing in Education (AACE) respected journals. The conference is in line with my literature review because it seeks to find ways to improve online learning and develop best practices for effective online learning. Latest trends are discussed on how to use technology as a tool to increase learning outcomes. 

EdMedia is an international conference that attracts educators and researchers of all levels. The topics of discussion in the conference are related to innovation and education. The 2020 conference for EdMedia was held between June 23 and June 26. It was a virtual conference and the presentation types accepted are similar to those in accepted in the E-Learn conference. The conference dates for 2021 are yet to be posted.

Some of the themes of the EdMedia conference that are in line with my literature review include innovative approaches to learning and the learning environment.  This includes how to create learner-centered and self-directed learning in online learning.  Creating learner-centered online content for the multigenerational learner is essential  as this helps in increasing learner engagement and thereby resulting in long term memory of learning content.  Using multimedia to encourage self-directed learning helps the learner to be in charge of their learning process.  This results of the learners increased accountability in learning and meeting learning objectives.   The virtual and distance education theme in the EdMedia conference is essential in helping designers of online learning material as Generation X (31 – 46 years) and older adults prefer online education so as to be able to have a work/life/education balance. 

Conferences and Relation to Career Development

Conferences are also help in development of ones’ career and academic journey.  Knowledge and skills are built to for effective research and increase in development of communication skills also aid in becoming better educators and presenters.  The conference proposal on multimedia and the multigenerational learner will help build my academic knowledge on how to be an effective designer of course content for different students with different learner needs.  From my experience as a trainer, I have found that effective online learning platforms help in increasing learner motivation. The design of course content should help meet learners’ expectations regardless of their proficiency levels with technology.  The conference proposal will aid with further increase of knowledge on being effective course designer of online learning. 

To be able to design effective instructional material, one needs to understand how people learn. The designer also needs to have knowledge on how to integrate words and pictures when designing multimedia content and designing learning material that will result in encoding new knowledge structures into long term memory so that the learner can retrieve the information to apply it in real-life job tasks(Clark and Mayer, 2016).  This is especially essential when teaching the multigenerational learners as each learner has different needs.  Learning needs for each individual are directly or indirectly influenced by development or beginning of new careers, culture and the preferred learning environment. 

Multigenerational Learners (Lancaster & Stillman, 2002)

The literature review fits with my proposed dissertation topic, which is on the use of multimedia or technology to increase cognitive thinking skills of the adult learner. Multimedia offers a variety of opportunities to meet learners’ needs. However, it has its challenges that include designing learning materials to ensure that it is integrated into a coherent mental representation of the mental constructs (Kim, Kim and Whang, 2013).  It is important to understand how the learning process occurs and how multimedia multimedia increases learning outcome.    

References

Clark, R. & Mayer, R. (2016). E-Learning and the science of Instruction. Proven guidelines for consumers and designers of multimedia learning.  Hoboken, NJ: John Wiley & Sons, Inc.

Kim, D., Kim, D. & Whang, W. (2013). Cognitive synergy in multimedia learning.  International Education Studies, 5(4). 76 – 84.

Lancaster, L. C & Stillman, D. (2002). When generations collide.  Who they are.  Why they clash.  How to solve the generational puzzle at work.  HarperCollins e-books

Technology: An Evolving Development

The development of the web has evolved over time despite the main development in the 1990s.  With its inception and development from predictions of scholars in the 1940 and 1960s, it is important to realize that there is need to give credit to those who initiate ideas and evaluate how their ideas have helped in the development of technology, internet and the website today.  For example, Tim Berner-Lee, a computer scientist and the inventor of the World Wide Web, used the hypertext which was designed by Vannevar Bush in the 1940s to devise ways for sharing information across the web.  The wireless networks we use today, which we call ‘Wi-Fi’ and online libraries were predictions of Paul Outlet, a Belgian lawyer and researcher.  This shows that development of technology undergoes a cyclical process; analyze, design, implement and testing. 

Image of Web Development Cycle (Jindal, 2019)

The analysis of technology process takes place when inventors analyze ideas that have been predicted and developed by others and view how they can be applied to meet current needs. For example, Tim Berner-Lee analyzed the use of the hypertext developed by Vannevar Bush and evaluated how he could use it to design the hypertext Markup language (HTML), Uniform Resource Identifier (URL) and the Hypertext Transfer Protocol (HTTP).  The idea of virtual reality is developed from the predictions of J. C. R. Licklider, who predicted graphical computing which involves creating digital three-dimensional models and texturing those models to crate realism in those images.   The design process involves designing involves incorporating key features, structures and criteria for success.  We find this process in technology development involving writing programming languages and codes to develop technology platforms for various use and implementation of the web by Tim Berner-Lee while he worked at the European Laboratory for Particle Physics, and the experimentations of design of digital libraries in the 1990s by social scientists who had worked in conventional libraries.  Implementation of the development of new technologies can effectively take place when there are established standards of data safety and security and equal accessibility. 

The most challenging stage in development of technology which has been under explored is testing and evaluation of its use and applicability across different age groups.  We find that today, different technology applications are designed but there are few protocols set or designed to evaluate their fair use and safety to transmit data and store information. As much as individuals are quick to use the latest technology in learning, it is important to evaluate its implications to the learners not only intellectually but also overall health.  Excessive use of some technologies has already been identified to cause health problems.  For example, cell phone use has been related to increased risk of glioma (Boice & Tarone (2011). There should be standards set on how technology should be used in the classroom and in learning including frequency of use and advising on incorporating learning activities that do not incorporate technology.  Learning institutions should establish protocols for evaluating any new technology that is to be incorporated in the classroom.  This includes having teachers taught on how to use the technology, pre-assessment of the use of the new technology in various learning activities and evaluation of safety standards and its impact on learning and teaching.

Image on Software/Technology Testing Hierarchy (Joint Technology Solutions, 2019)

The great vision by scholars in the 1940s and 1960s on having technology that makes it convenient to access information and data from various locations has greatly developed over the years. This has been continuously developed from the development of the hypertext which was designed with the aim of evaluate large amounts of data stored on a microfilm to having programs that help us access large databases of information in an online library.  Development of technology in the past and today has been with the intention to aid in streamlining work, providing ways for people to easily access information and each other and storage of information.   This key elements cause the constant development of new technologies; from microfilms to iClouds to store data, development of wired internet to wireless networks and mobile phones to smart phones.   

Image of Old Computer System

Image of Wireless Network

Technology will have an increasing impact in learning and teaching.  This has become evident with its use during the COVID-19 pandemic.  For learning to be more engaging, it would be great for teachers and educators to explore the use of virtual reality (VR) and augmented reality (AR) in learning.  Virtual reality which creates a digital immersive learning environment which feels real and enables learners to interact with what they see, helps in creating memorable learning experiences which in turn help in long term memory of learning content. VR and AR can help learners understand difficult concepts (Taxén & Naeve, 2002) and increase their imagination and creativity. 

References

Boice, J. D., & Tarone, R. E. (2011). Cell phones, cancer, and children. Journal of the National Cancer Institute, 103(16), 1211-1213. doi:10.1093/jnci/djr285

Jindal, R. (2019). Web development life cycle:  A new methodology for web development. Retrieved on September 28, 2020, from https://www.signitysolutions.com/blog/web-development-life-cycle/

Taxén, G., & Naeve, A. (2002). A system for exploring open issues in VR-based education. Computers & graphics, 26(4), 593-598. doi:10.1016/S0097-8493(02)00112-7

Research Interests in Educational Multimedia

Multimedia is an effective tool to use in communication, teaching and learning.  When referring to communication, it can be used to coordinate flow of communication between peers, students, and student-teacher interactions.  Today, we have multi-generational students in the classroom and each student views use of multimedia in learning from a different perspective.  My topic is influence of multimedia in learning for multi-generational learners.  It will aim to review on what different learners view and define multimedia and its functions in education.  Other aspects will be to view how they have viewed its value in aiding their increase in learning based on their learning preferences. 

From my experience in training, I have observed that one of the factors to consider when designing using multimedia is the different age groups that will be involved in the training of a particular course.  The millennials, who are considered digital natives, easily embrace use of multimedia in learning and teaching, however, sometimes the Generation X and Y are skeptical and dispute its incorporation in learning.  The negative attitude towards multimedia would include inability to use technology, technology being used for training is difficult to navigate or the fear of being found incompetent if not able to successfully complete their training using technology.  Older adults would require unique design of learning content using multimedia that is tailored to their cognitive abilities (Fenesi et al., 2015). The study will seek to carry out an analysis of how the technology has influence learning and retention of learning content across adults in different age groups, what gaps have been found and ways to improve learning when teaching multi-generational workforce or students. 

Picture on Multi-generational Workforce Characteristics (Heather, 2018)

The second topic I would like to research on will be on how use of artificial intelligence can enhance learning experiences when incorporated with multimedia in the classroom.  It will seek to evaluate the how artificial intelligence has been used in education and it advantages and disadvantage in being used as a multimedia tool or how it will increase learning to meet different learners needs when combined with multimedia.  Currently, artificial intelligence is viewed to provide a variety of benefits in education. These include offering of ways to track students’ progress through virtual mentors, developing personalized learning by adopting a lesson or learning content to students’ level of knowledge, interest and learning progress, performing routing administrative tasks, grading assignments, providing prompt feedback to students and using algorithms to generate resources for different tasks or learning needs.  There are some research studies that have been carried out on use of virtual tutors in immersive learning environments (Hautala et al., 2018).  The research study would review current use of artificial intelligence as a multimedia, how it aids in real time learning and teaching, and influences student engagement and motivation to learning. 

Artificial Intelligence in the Classroom (Simon & Simon, 2017)

Lastly, I would like to do a research study on how use of multimedia would develop and influence critical thinking.  Development of critical thinking skills is viewed to be one of the key skills that the education world seeks to be developed in students as they develop their research skills.  There is an emphasis to design curriculums, learning tasks and assessments that measure critical thinking skills. Reports have shown only a quarter of graduate students demonstrate application of critical thinking skills (Artello and Artello, 2014). There are various steps that are involved in critical thinking; organizing information through appropriate selection and structuring, structuring reasoning to support responses and opinions, use of evidence to support claims, identifying and analyzing assumptions, evaluating arguments and communicating conclusions that present analysis from critical thinking.  The research would evaluate what multimedia is ideal for development of critical thinking skills and how the multimedia should be incorporated in different types of learning contents.  It is important to evaluate in which stages of critical thinking that is most effective to apply multimedia in tasks and assessments.  This is to avoid overwhelming the learner and also ensure that learning objectives are achieved.   

References

Artello, K., & Artello, K. (2014). What they learned: Using multimedia to engage undergraduates in research. Innovative Higher Education, 39(2), 169-179. doi:10.1007/s10755-013-9266-z

Fenesi, B., Vandermorris, S., Kim, J. A., Shore, D. I., & Heisz, J. J. (2015). One size does not fit all: Older adults benefit from redundant text in multimedia instruction. Frontiers in Psychology, 6 doi:10.3389/fpsyg.2015.01076

Hautala, J., Baker, D. L., Keurulainen, A., Ronimus, M., Richardson, U., & Cole, R. (2018). Early science learning with a virtual tutor through multimedia explanations and feedback on spoken questions. Educational Technology Research and Development, 66(2), 403-428. doi:10.1007/s11423-017-9558-6

Journey in Using Gamification in Learning and Teaching

We live in a world where people value games and want to acquire every game that is in the market.  The thrill of engagement, immersion and active interaction with the characters in a computer game greatly influences its increase in sales.  I had become more familiar with games in non-academic sectors, so this gave me a glimpse of what I would expect from gamification in learning and teaching.  However, I have little to minimum experience in use of gamification in learning and teaching in my earlier years of learning and using gamification in teaching  This is because my earlier knowledge of games was more in training face-to-face training but they did not incorporate technology.  These included; team building games, role playing when training employees on different roles.  With time I realized that despite there is the move to gamification, same teaching principles were still implemented; knowledge of terms for processes of learning, innovation, maximizing opportunities for learning, provision of support and matching teaching methods with learners’ preferences (White, 1998). 

Example of use of Role Play Games without Computer Gamification (Zhang, 2014)

As the workplace evolved and as I progressed to other companies in the 21^st century, I found that the trainings had moved from face-to-face training to computer-based training.  The training had various formats. These included, computerized role plays with created characters to complete created tasks and quizzes designed as games and some included an award given at the end of the game.  The use of games in learning was mainly to enhance in training the employees to provide a positive customer service experience and technical support to customers.  The trainees would be given similar interfaces that customers would engage with as they seek to purchase goods and services. 

Through the use of games, learners were motivated  (Iten and Petko, 2015) by rewards and recognition.  However, the different reactions to games were influenced by the age groups that the learners were in.  I found that learners who are millennials love the computerized learning games and find them engaging and motivating as they go through their learning.  On the other hand, the generation X preferred games that are more task specific and that directly relate to the tasks to be carried out after the training.  All in all, the games provided a chance of practical usage and application of learning at work.  The learners were able to easily apply what they had learned and there is increase in self-efficacy (Godwin, 2014) during the learning process.  Gamification also encourages teamwork among students as they were learning, it can act as an icebreaker before teaching new content. For example, gamification would be used to evaluate already acquired knowledge. It was also easy for the students to understand different and complex concepts using gamification. 

Learning Email Communication using Gamification (XLPro E-Learning, 2016)

For effective designs of games in learning, the designer has to have a clear understanding of the learning goals and objectives.  This is by carefully incorporating and balancing text, video, pictures, graphics and other multimedia features.  Incorporation of multimedia features in the games aid in increasing learning as they help grab the attention of the learners, retain their attention, connect the learner and the learning content, encourage the learner to take on learning challenges and help the learner to get a sense of accomplishment.  Games also help in creating practical behavioral changes through learning.  I have found games very effective in learning technical skills, job simulation, soft skills, machine operations, product knowledge, sales, compliance and workplace etiquette. For games to be rewarding and engaging, one would associate games with rewards, build feedback systems that provide remedial learning or recommendations for advance training or learning. For example, acknowledge and appreciate every time a learner gets correct answers thus reinforcing positive behavior.  Most importantly, games should be made to focus more on achieving quality training.  Gaming software that I would like to learn include; TinyTap which is great for classroom engagement and Unit Learn which gives real world experience.

It is important to ensure that the games do not create a competitive learning environment, thereby inhibiting learning for learners who are introverts or have different learning disabilities.  Learners should be encouraged to repeat games as many times as possible so as that learner can have long term memory of what they are learning. 

 References

Godwin, R. (2014). Games in language learning: Opportunities and challenges. Language Learning & Technology, 18(2), 9.

Iten, N., & Petko, D. (2016). Learning with serious games: Is fun playing the game a predictor of learning success? British Journal of Educational Technology, 47(1), 151-163. doi:10.1111/bjet.12226

White, R. T. (1998). Research, theories of learning, principles of teaching and classroom practice: Examples and issues. Studies in Science Education, 31, 55.

XLPro E-Leaning (2016, May 23). Email Communication : Gamified Corporate E-Learning Module Sample  [Video]. Retrieved September 14, 2020 from https://www.youtube.com/watch?v=wQcNGmzAlt0

Zhang, C. (2014, May 21). Customer Service Role Play 2 [Video]. Retrieved September 14, 2020 from https://www.youtube.com/watch?v=XvNONcgEK2U

Influence of Multimedia Concept and Theories in Instructional Design

Multimedia can be easier explained when looked at as a word made of two compound; multi and media.  Multi means a variety and media can be defined in different ways.  First media can be viewed as a means of storing information or storage mediums such as photographic recording, computer hard drives, cloud storage such as Google Drive, Box, Dropbox, digital optical discs (DVDs) and other external drives. Secondly it is the way the text, sound, numbers and graphics is transmitted to appeal to the reader.  I view multimedia as anything one listens, watches and reads. However, there has to be an objective in the use of the multimedia.  Mainly it is to help one remember the content of the information and be easily to apply the information conveyed by use of multimedia.   Multimedia is also anything that is displayed, recorded, played or accessed by using information content devices such as computers, computer applications and other electronic devices (Castello, 2017).   

Types of Multimedia

Learning with multimedia occurs when learning is presented in two or more formats, visual, verbal and or text (Mayer and Sims, 1994).  For example, a visual that involves narration and animation or narration and pictorial graphs and photographs.  However, it is important to be aware that verbal content can result into construction of visual representations and vise versa. Therefore, there the instructional designer should design content that evokes similar external and external mental representation of the visual or written content.  Visuals should not only be used to attract the learners interest (Tomika and Tomika, 2018) and appealing graphics also enhances a learners motivation.

Example of use of  Narration and Animation in Multimedia (Studylean, 2011)

Factors that one should consider when designing multimedia content in education include the learning environment, user interface and the course content (Hamdi and Hamtini, 2016).  The learning environment could include if it would be a webpage for formal learning or for social interactions or other web-based learning environments such as Google classrooms, Canvas or Blackboard. Each web-based learning environment has different limitations and formats for synchronous and asynchronous communication and learning tools and activities  that are supported.  The multimedia designed should be easy to navigate in the user interface. This includes easy access and navigation of tasks, videos, graphs and text.  One should select the appropriate media to use for each course content.

My concept of multimedia has grown to aid in increasing my understand that multimedia does not only have to be in some forms such as PowerPoint presentations, but that knowledge of different types of media help create a more interactive experience for the learner so as to be able to fully understand different contents and to view information from different perspectives.  I have observed that multimedia involves a lot of use of technology.  It is only when one has knowledge of the use of these technologies such as video editing and video editing software, computer application, design software such as Adobe Suite, Captivate, Google and programming languages that one can effectively incorporate multimedia in education and in the workplace.  With multimedia, one is able to actively engage and control the audience.  Multimedia is also a good form of communication because it can also be stored in different formats and transmitted and presented via various media.  Multimedia also helps in addressing different learner preferences, that is, if they cannot understand what you say, they can hear or see using multimedia.  I have also learned that multimedia also helps develop creativity and creative thinking but for effective productivity, one needs good organization and clear objectives. 

During my learning journey of various theories of multimedia, I have found that the cognitive theory of multimedia learning has changed my use of multimedia in education and designing learning content.  The Mayer’s cognitive theory of multimedia learning has helped increase understanding that it is important to understand how the human mind works to avoid cognitive overload (Mayer and Moreno, 2003) and that learning is an active process with involves organizing, integrating and selecting information that is familiar to prior knowledge to help in acquiring new knowledge and that processing of information using the auditory and visual channels has different limits.  By the knowledge of these information, I view it necessary to use chunking when designing information for multimedia.  For example, designing short videos for four to 6 minutes and breaking complex topics to several subtopics.  This is because it helps the learner to retain the information for long term memory and be actively mentally engaged when listening or seeing the information. 

The multimedia theory has educated me on the importance of designing content with the intent of what the type of memory that the designer would like to appeal to.  The sensory memory (Mayer and Moreno, 2003) mainly involves storing of information for a short time, the working memory helps in building mental constructs of what is being learned and the long-term memory is the repository of all that has been learned.  Therefore, the design of content in multimedia should help the learner to select words and images to create a logical construct. It is therefore important that pictures, videos, text and audio are simple and easy to understand for the reader or learner.  If a learner has to expend limited resources on activities not related to active construction of mental constructs, learning may be inhibited.  One should carefully select when it is necessary to use a combination of multimedia as redundancy effect occurs when all multimedia is used in a multimedia presentation. 

The constructivism theory, which believes more in the learner constructing their own knowledge, has helped in understanding that it is important to design multimedia using a nonlinear approach (Tempelman-Kluit, 2006). This is because learners have their own realities and the designer may not always know the best way to deliver instruction. It is therefore essential to design content for both the self-directed learner who are highly motivated and allow them to create their own learning content in form of assignments and projects.  Interactivity elements in the multimedia helps in creating learner-initiated connections as they are able to reflect on the information learned.

References

Hamdi, M., & Hamtini, T. M. (2016). Designing an effective e-content development framework for the enhancement of learning programming. International Journal of Emerging Technologies in Learning, 11(4), 131. doi:10.3991/ijet.v11i04.5574

Castello, V. (2017). Multimedia Foundations: Core Concepts for Digital Design. New York, NY: Routledge

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52. doi:10.1207/s15326985ep3801_6

Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389-401. doi:10.1037//0022-0663.86.3.389

Studylearn. (2011, December 1). Latitude, Longitude and Time Geography Class 6 [Video]. Retrieved September 6, 2020 from https://www.youtube.com/watch?v=wztjHgNX3gs

Tomita, K., & Tomita, K. (2018). Does the visual appeal of instructional media affect learners’ motivation toward learning? Techtrends, 62(1), 103-112. doi:10.1007/s11528-017-0213-1

Tempelman-Kluit, N. (2006). Multimedia learning theories and online instruction.  Retrieved from https://pdfs.semanticscholar.org/