The Role of Sound in Eight Design Guidelines of Multimedia Learning - Essay Example

?Table of Contents Table of Contents 1.Introduction 2 3.Learning 4 4.Sound 5 5.Eight Models of Multimedia Learning 6 6.Sound with the Eight Design Guidelines of Multimedia Learning 7 6.1 Whatever Works with Sound 7 6.2 Design-by-Type and Sound 7 6.3 Favorite Feature and Sound 7 6.4Favorite Method and Sound 7 6.5Balance-the-Input and Sound 8 6.6Maximum Impact and Sound 8 6.6Cognitive Load First and Sound 8 6.7Structured Sound Functions with Sound 8 7. Conclusions 8 1. Introduction Implementing sound in to multimedia learning is an intricate task for many instructional designers, and the deciphering principles and theories in this regard can be troublesome for practitioners. Due to the increments of bandwidth on the Internet, digital audio is getting more common in e-learning online. This paper presents a review of relevant literature along with the design guidelines of multimedia learning by the instructional designers in order to investigate what, when, and why they prefer to use sound in to their multimedia based learning courseware. The verbal information can be presented in multimedia learning courseware through various options. Latest techniques like streaming media files and podcasts, which require increased bandwidth, have also augmented the possibilities of integrating sound in to online-multimedia-learning-environments. The educational technology generally employs three basic audio elements which are music, speech, and sound effects (Mann, 2005). These elements enable the multimedia-learning-application to deliver information, convey emotions, attain direct attention, and provide feedback. The most powerful and expressive medium available to the designer for instructional messages is human speech (Mann, 2008). The instructional designers can make use of the attributes of sound such as pitch, loudness, tone and pace to motivate, educate and inform the students. The instructional designers must consider numerous variables while deciding for the sound or audio to be incorporated into their multimedia-learning courseware. Often, the sound to be selected as an instructional medium is self-evident, due to the characteristics of the target audience or the content of the course (Alessi & Trollip, 2001). For instance, sound is necessary for learning a new language, studying music, or discriminating sound effects such like sonar signals or heartbeats. Moreover, adults who are visually challenged or are incapable of reading or children who have not yet learned to read can benefit from the audio instructions (Beecue etal. , 2001). 1.1 Purpose The purpose of this research paper is to determine the role of sound in eight design guidelines of multimedia learning. This research objective can be achieved through investigating the following three research questions: 1. What types of sound are implemented by the instructional designers? 2. Why sound is incorporated into multimedia learning? 3. When do instructional designers choose to incorporate sound into their multimedia based courseware? 2. What is Multimedia? Multimedia refers to the use of more than one media that includes text, animation, graphics, video, pictures and sound to provide information (Bagui, 1998; Clark & Feldon, 2005). Bagui (1998) suggests that the relationship between the multimedia and the natural way of human learning can be illustrated through the information processing theory that describes how human-mind receives and learns information, a process which can be related to an electronic computer (p. 3). Technology employed in computer-based and multimedia education has the potential to deliver massive information, however, the processing of such information by the human receptor – the learner may be limited. A study by Clark (1994) about the influence of media over learning investigates that whether or not the multimedia technology really works in learning? (Clark, 1994). According to the Dual-coding theory, people independently process separate channels of communication whereas the cue summation theory speculates that the human mind serves as a single channel with limited capacity (Severin, 1967). The multimedia in relation to the theories of human cognition and communication is capable of making rich atmosphere for exploration and inquiry. It is suggested in the application of the dual coding principle that in order to be the most effective for people to learn, different information must be coded in different media (Bagui, 1998). For instance, recognition information should be presented with pictures, procedural information should include explanatory text with diagrams, assembly instructions should have textual format with supportive pictures, spatial information should include pictures, problem solving information suitably possess animation with explanatory verbal narration and story details should incorporate video with a soundtrack. The last information- media relationship provoked the investigation of the effects of sound on multimedia based learning. 3. Learning Generally, humans remember 10 percent of information they read, 20 percent of infomation they hear, 30 percent of information they see, and 50 percent of information they hear and see together (Treichler, 1967). In one study, 88 percents savings in time of learning was observed when computer-based instructions were sought (Bagui, 1998). Mann (2009) specified some research in his work showing that the addition of audio to visuals resulted in the increase of learning potential of the people, however, he also mentioned other studies as well which reported no significant difference for such additions. He associated the inconsistent effects with the intuitive approach of coupling audio-visual information together, in addition to pointing out the ambiguity involved in the usage of sound/audio in educational technology (Mann, 1995). The dual coding theory investigates how the codes (individual media) through which the people receive or accept information are constituted in to voice, text, imagery and visuals (Bagui, 1998). According to the conflicting multiple channel theory suggested by Broadbent, there is only one channel of limited capacity, accessed by the human brain where as the human nervous system jams upon responding to multiple channels. If Broadbent’s theory is justified then the additional channels in multimedia-computer-based-education-technology do not assist in the learning process (Beccue et al., 2001). 4. Sound In order to completely comprehend the effects of sound, it is important to define sound on the basis of how it acts as a component in a multimedia based environment. Numerous studies commend that it is very difficult to determine or evaluate the effectiveness of each component of multimedia individually (Beccue et al., 2001). Moreover, Beccue, et al. (2001) signified that only a small amount of literature is available that specifically focuses over sound or audio. A general agreement is that there is not sufficient substantiated research for the development of any hard guidelines for the use of sound as an important component in the multimedia based learning technique (Beccue et al., 2001). Numerous studies have emphasized over a specific feature of sound in multimedia-based-learning technique. Lai (2000) argued if the visual presentation combined with the audio/sound instruction creates any difference in the learning capability or performance. Lai (2000) further states that comparatively very few studies have been carried out in the implementation of audio-visual presentation in teaching instruction that might be helpful for the multimedia producer in incorporating sound and visuals together, effectively and efficiently. Barron and Atkins (1994) assessed such questions in their study associated with textual and audio redundancy and reported that student perception and instructional time get affected by audio-visual redundancy. The scholars found that because of the controversy of the research, there are insufficient instructional design guidelines for the optimal correlation between text and sound in multimedia based learning and in computer based technology. They also indicated the need for further research in this context (Barron & Atkins, 1994). However, there is hope that the relevant research and practice in this regard will enable the interactive courseware developers to optimize the implementation of digital sound that will effectively augment the total learning experience (Hall & Barron, 1993). 5. Eight Models of Multimedia Learning The perception of the researcher regarding how a student learns with the help of multimedia can affect his/her choice of design guideline. Similarly, the selection of the design guideline reflects the researcher’s working definition for multimedia learning. The preference of a definition or the other may be subjective to the knowledge of design guidelines’ requirements of the research and certainly, the knowledge of the researcher about the definitions of multimedia learning. Thus, selecting a design refers to the selection of a definition and when a definition is selected then a design is anticipated. The eight approaches to the design of multimedia based learning are listed below: 1. Whatever Works Design 2. Design-by-Type 3. Favorite Feature Design 4. Favorite Method Design 5. Balance-the-Input Design 6. Maximum Impact Design 7. Cognitive Load First Design 8. Structured Sound Function Design 6. Sound with the Eight Design Guidelines of Multimedia Learning Sound has significant benefits of making younger children with undeveloped reading skills to learn easily and efficiently (Nugent, 1982). Orr, Golas, and Yao (1994) found that students are able to easily complete and learn their lessons which have extensively used sound/audio to provide information. The coupling of visual presentation with audio description provides information in an easy to understand format (Wright, 1993) that enables swift and better learning. Sound in multimedia learning should be designed such that the learner is able to interrupt it at any moment and continue the program. While supporting the text, the audio incorporated must provide a way for the learner to pause or repeat the sound. Poor readers would like to pause the audio or go through the textual or verbal explanation repetitively for better understanding (Kensworthy, 1993). 6.1 Whatever Works with Sound Experiment with sound effects since many good designs evolve through a number of revisions and inputs or feedbacks from the users. 6.2 Design-by-Type and Sound Keep track of the topics and the way they are presented in relation to the audience and purpose while incorporating sound. 6.3 Favorite Feature and Sound Select the appropriate technology to incorporate sound. 6.4 Favorite Method and Sound Devise the right method for incorporating sound. 6.5 Balance-the-Input and Sound Lagogens be used to make necessary referential connections. 6.6Maximum Impact and Sound Auditory episodes will eventually change long term memory. 6.6 Cognitive Load First and Sound Learning can be supported by relevant load of sound. 6.7 Structured Sound Functions with Sound Learners concentrate by listening to gist. 7. Conclusions The objective of this study was to explore what, when and why audio is being incorporated by instructional designers in to their multimedia based courseware. Barron and Calandra (2003) found in their 2003 review of the use of sound in e-Learning programs that practice exhibits theory. After studying various researches on the use of sound in multimedia based learning, we also reached to the conclusion that practice reflected theory. 1. What types of sound are implemented by the instructional designers? Ans. Sound is generally used by the instructional designers in the form of narration (Barron & Calandra, 2003). Nevertheless, sound can also be implemented in the form of music and sound effects such like game sound (laughter, applause, etc.) and other pertinent sound (cars, cash registers, etc.). 2. Why sound is incorporated into multimedia learning? Ans. The sound is included in to the multimedia learning due to the following influential factors: (a) theoretical guidelines or principles; (b) guidelines related to the workplace; (c) intuitive rationale; (d) project constraints; and (e) client recommendations or expectations. 3. When do instructional designers choose to incorporate sound into their multimedia based courseware? Ans. When incorporating sound into their multimedia-based lessons, the instructional Designers consider the following factors: length of the audio segments, the style of narration, and the gender of the narrator, Also, the designers consider the following factors, corresponding to the learners' attributes, while using sound in to their e-learning program: (a) Low reading level of the learner that increases the use of audio instructions; (b) Sophistication of the user that influences the complexity of the language used; (c) Bandwidth at the end of the learner, affecting the size of the file; (d) Cultural or international differences, requiring translation or explanation time and effort; (e) Younger audience demands for more game-like music or audio clips; and (f) Less technical disciplines and soft skills, increasing the use of audio. References Alessi, S., & Trollip, S. (2001). Multimedia for learning: Methods and development. Needham Heights, MA: Allyn&Bacon. Barron, A., & Atkins, D. (1994). Audio instruction in multimedia education: Is textual redundancy important? Journal of Educational Multimedia and Hypermedia. 3(3/4), 295-306. Barron, A.E., & Calandra, B. (2003). The use of audio in multimedia learning: Theory and practice. Journal of Interactive Instruction Development, 16(1), 25-34. Bagui, S. (1998). Reasons for increased learning using multimedia. Journal of Educational Multimedia and Hypermedia. 7(1), 3-18. Beccue, B., Vila, J., & Whitley, L. (2001). The effects of adding audio instructions to a multimedia computer based training environment. Journal of Educational Multimedia and Hypermedia, 10(1), 47-67. Clark, R.E. & Feldon, D.F. (2005). Five common but questionable principles of multimedia learning. In Mayer, R. (Ed.) Cambridge Handbook of Multimedia Learning. pp. 1-23. Cambridge: Cambridge University Press. http://users.cdli.ca/bmann/0_ARTICLES/Media_Clark04.pdf Clark, R.E. (1994). Media will never influence learning. 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(1967) ‘Are you missing the boat in training aids?’, Film and AV Communication, 1, 14-16. Wright, E.E. (1993). Making the multimedia decision: Strategies for success. Journal of Instructional Delivery Systems, Winter, 15 22. Read More