Digitally supported learning: Learning with Multimedia

Multimedia learning is learning with (relevant) visualizations and texts that are related to each other, often in the form of explanatory videos with images, animations and a spoken text. Explanatory videos are sought out by many learners as a supplement to traditional learning materials and lessons and are used for self-regulated learning.

If certain characteristics of human information processing are well supported in multimedia units, learning can actually be more efficient and successful (e.g. regarding the demands on working memory, through synchronous processing of visual and verbal information). This is particularly advantageous when learning is demanding – not learning about individual facts, but about information between which relationships and reciprocal influences are to be understood.

In order to design good multimedia learning messages, design principles have been discovered or derived and empirically tested. Nevertheless, it is not possible to simply apply the principles in the form of a recipe to achieve a good multimedia design. Many factors must be considered. In particular, it is necessary to anticipate how learners will actually deal with them and what prerequisites they have (e.g. spatial skills, prior knowledge, learning strategies). The following examples show some of the questions that we are researching in this context.

For example, what are the advantages and disadvantages of animations in explanatory videos? And how do characteristics of visualizations interact with learners' spatial abilities? Animations could compensate for learners' low spatial abilities. This is because learners with low spatial abilities cannot successfully mentally imagine sequences and processes that can only be hinted at in a still image. On the other hand, only to imagine mental animations can be very conducive to learning, even if it seems time-consuming for learners. It must therefore be decided when animations or still images can best support learning for which content and for which learners.

Content presented in multimedia generally involves the risk of being processed rather superficially. Images are often viewed (briefly), but not necessarily understood. The verbal language of an explanatory video may be easier and superficially “better” to understand than a written text, but learners may not engage with the information in depth. However, this is crucial for learning success. Learners need to invest in active learning – and they can be encouraged to do so. Such stimuli can also consist of them having to “overcome” minor difficulties. Or they are given learning tasks in which they actively process the learning content, for example by drawing conclusions or by creating conceptual drawings.

Interactions between learner characteristics and design features of the learning environment are researched under the heading of “aptitude treatment interaction”. Favorable characteristics of learners (e.g. higher cognitive abilities) can contribute to the optimal use of a well-designed learning environment. (Learners with less favorable starting conditions also learn something, but those with better conditions learn more and faster). On the other hand, a learning environment could be designed especially to compensate for learners with less good starting conditions. (In this case, however, learners who already have good prerequisites will benefit less). If learning environments are researched with the characteristics of learners in mind, it is possible to find out more about the conditions under which they work best.

One design principle states that any distraction should be avoided. How can an explaining person who can be seen in a multimedia video have a learning-promoting effect – although it actually distracts from both the content being explained and from visualizations that make sense in terms of content?

What role does the content being discussed play? One design principle states that it is conducive to learning if learners feel personally addressed. However, this principle can be reversed if the content is potentially threatening and emotionally aversive (e.g. if information about an illness is conveyed). The influence of emotional mood on learning processes and learning is also of interest to our research.

These examples show that research on the design of multimedia learning materials is a very relevant component of digitally supported learning and is related to other research questions (e.g. influence of cognitive abilities, learning strategies, self-regulated learning).

Corresponding researchers: Prof. Dr. Stefan Münzer, Dr. Benedict Fehringer
The research described here was largely shaped by Prof. Dr. Tim Kühl, who worked as a postdoc at the Chair of Educational Psychology from 2012 to 2021 and holds a professorship in Educational Psychology at the University of Hanover.

Almeida, L.M.C.G., Münzer, S., & Kühl, T. (2024). More personal, but not better: The personalization effect in learning neutral and aversive health information. Journal of Computer Assisted Learning, 40(5), 2248-2260. DOI: 10.1111/jcal.13026

Kühl, T., & Münzer, S. (2023). When pictures are not beneficial in multimedia learning: The case of threat-related pictures. Educational Psychology, 43(2–3), 155–172. DOI: 10.1080/01443410.2023.2185205

Kühl, T., Fehringer, B.C.O.F., & Münzer, S. (2022). Unifying the ability-as-compensator and ability-as-enhancer hypotheses. Educational Psychology Review, 34(2), 1063-1095. DOI: 10.1007/s10648-021-09650-5

Kühl, T., & Münzer, S. (2021). Learning about a serious disease: When a personalized message is harmful unless you are happy. Journal of Computer Assisted Learning, 37(5), 1312-1323. DOI: 10.1111/jcal.12571

Kühl, T., & Münzer, S. (2019). The moderating role of additional information when learning with animations compared to static pictures. Instructional Science, 47(6), 659–677. DOI: 10.1007/s11251-019-09498-x

Kühl, T., Moersdorf, F., Römer, M., & Münzer, S. (2019). Adding emotionality to seductive details—Consequences for learning?. Applied Cognitive Psychology, 33(1), 48–61. DOI: 10.1002/acp.3477

Kühl, T., Navratil, S. D., & Münzer, S. (2018). Animations and static pictures: the influence of prompting and time of testing. Learning and Instruction, 58, 201–209. DOI: 10.1016/j.learninstruc.2018.07.006

Münzer, S., Fehringer, B.C.O.F., & Kühl, T. (2018). Specificity of mental transformations involved in understanding spatial structures. Learning and Individual Differences, 61, 40–50. DOI: https://doi.org/10.1016/j.lindif.2017.11.004

Münzer, S. (2015). Facilitating recognition of spatial structures through animation and the role of mental rotation ability. Learning and Individual Differences, 38, 76–82.

Münzer, S.(2012). Facilitating spatial perspective taking through animation: Evidence from an aptitude-treatment-interaction. Learning and Individual Differences, 22, 505–510. doi: 10.1016/j.lindif.2012.03.002

Münzer, S., Seufert, T. & Brünken, R. (2009). Learning from multimedia presentations: Facilitation function of animations and spatial abilities. Learning and Individual Differences, 19, 481–485.DOI: 10.1016/j.lindif.2009.05.001