“The most effective learning environments are those that combine verbal and non-verbal representations of knowledge using mixed-modality presentations.” (Mayer & Moreno, 2007) Multimodal learning environments involve both the auditory and visual sensory modalities of the learner. Interactivity, the characteristic of multidirectional communication, has the ability to further increase learning in a multimodal environment. Along a continuum of interactivity, learning environments can range from highly interactive to non-interactive. Based on the knowledge construction view of learning, interactive multimodal learning environments “guide [the] learner to actively make sense of the instructional materials”, toward promoting “deep cognitive processing.” (Mayer & Moreno, 2007)
Mayer & Moreno list the 5 types of interactivity as:
Dialoguing- ask question/ receive answer or give answer/ receive feedback
Controlling- determine pace and/or order of presentation
Manipulating- control parameters, zoom in or out, move on screen objects
Searching- find new content material through query, range of options, and selection
Navigating- select content areas from various available information sources
Clark & Mayer list several principles for multimodal learning as:
Contiguity- Present text and graphics in an integrated fashion
Redundancy - Avoid on screen text and simultaneous narration
Coherence - Avoid content inessential to instructional goal
Personalization- Use conversational style
Segmenting - Break complex lessons into segments
Pre-training - Elliminate extraneous processing by providing some material in advance
Reference:
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309–326.
Clark, R., and Mayer, R. (2007). e-Learning and the Science of Instruction. 2nd edition. San Francisco: Pfeiffer.
