View in EDS

Multimedia Learning Principles in Different Learning Environments: A Systematic Review

Saved in:
Bibliographic Details
Title: Multimedia Learning Principles in Different Learning Environments: A Systematic Review
Language: English
Authors: Çeken, Burç (ORCID 0000-0002-9071-8694), Taskin, Nazim
Source: Smart Learning Environments. 2022 9.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Multimedia Instruction, Multimedia Materials, Educational Principles, Educational Environment, Computer Simulation, Technology Integration, Undergraduate Students, Simulated Environment, Cognitive Processes, Measurement, Difficulty Level, Eye Movements, Outcomes of Education, STEM Education, Learning Modalities
DOI: 10.1186/s40561-022-00200-2
ISSN: 2196-7091
Abstract: Current literature mainly focused on one or two multimedia learning principles in traditional learning environments. Studies on multimedia learning principles in AR and VR environments are also limited. To reveal the current situation and gaps of the multimedia learning principles in different learning environments, it is necessary to extend their boundaries. Thus, further studies may directly affect the investment in VR and AR technologies and their integration into the learning process by teachers. The current study presented a systematic review of multimedia learning principles in different learning environments, including traditional, virtual reality and augmented reality. In this study, 136 journal articles were identified based on PRISMA guidelines and reviewed regarding multimedia learning principles, learning environments, measurements, subject matters, learning outcomes, research methodologies, education programs, education fields, and years of publication. The results indicate that (1) there is an increasing interest in multimedia learning principles; (2) undergraduate students have been the target participant group in the review studies; (3) only five studies tested one of the multimedia learning principles in the VR environment, but no studies have been conducted in the AR learning environment; (4) most studies preferred subjective measurements (e.g., mental effort, difficulty) or indirect objective measurements (e.g., learning outcomes, eye-tracking, study time); (5) subject matters from STEM fields often preferred in investigations; and (6) modality was the most studied multimedia learning principle in the reviewed articles, followed by redundancy, multimedia, signaling, coherence, segmenting, personalization, spatial contiguity, temporal contiguity, image, pre-training, and voice, respectively. The results were discussed in detail. Specific gaps in the literature were identified, and suggestions and implications were provided for further research.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1334233
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1334233
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Multimedia Learning Principles in Different Learning Environments: A Systematic Review
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Çeken%2C+Burç%22">Çeken, Burç</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9071-8694">0000-0002-9071-8694</externalLink>)<br /><searchLink fieldCode="AR" term="%22Taskin%2C+Nazim%22">Taskin, Nazim</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Smart+Learning+Environments%22"><i>Smart Learning Environments</i></searchLink>. 2022 9.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Information Analyses
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Principles%22">Educational Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Simulated+Environment%22">Simulated Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement%22">Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+Movements%22">Eye Movements</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modalities%22">Learning Modalities</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1186/s40561-022-00200-2
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2196-7091
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Current literature mainly focused on one or two multimedia learning principles in traditional learning environments. Studies on multimedia learning principles in AR and VR environments are also limited. To reveal the current situation and gaps of the multimedia learning principles in different learning environments, it is necessary to extend their boundaries. Thus, further studies may directly affect the investment in VR and AR technologies and their integration into the learning process by teachers. The current study presented a systematic review of multimedia learning principles in different learning environments, including traditional, virtual reality and augmented reality. In this study, 136 journal articles were identified based on PRISMA guidelines and reviewed regarding multimedia learning principles, learning environments, measurements, subject matters, learning outcomes, research methodologies, education programs, education fields, and years of publication. The results indicate that (1) there is an increasing interest in multimedia learning principles; (2) undergraduate students have been the target participant group in the review studies; (3) only five studies tested one of the multimedia learning principles in the VR environment, but no studies have been conducted in the AR learning environment; (4) most studies preferred subjective measurements (e.g., mental effort, difficulty) or indirect objective measurements (e.g., learning outcomes, eye-tracking, study time); (5) subject matters from STEM fields often preferred in investigations; and (6) modality was the most studied multimedia learning principle in the reviewed articles, followed by redundancy, multimedia, signaling, coherence, segmenting, personalization, spatial contiguity, temporal contiguity, image, pre-training, and voice, respectively. The results were discussed in detail. Specific gaps in the literature were identified, and suggestions and implications were provided for further research.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1334233
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1334233
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1186/s40561-022-00200-2
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Multimedia Instruction
        Type: general
      – SubjectFull: Multimedia Materials
        Type: general
      – SubjectFull: Educational Principles
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Simulated Environment
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Measurement
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Eye Movements
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Learning Modalities
        Type: general
    Titles:
      – TitleFull: Multimedia Learning Principles in Different Learning Environments: A Systematic Review
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Çeken, Burç
      – PersonEntity:
          Name:
            NameFull: Taskin, Nazim
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-electronic
              Value: 2196-7091
          Numbering:
            – Type: volume
              Value: 9
          Titles:
            – TitleFull: Smart Learning Environments
              Type: main
ResultId 1