MULTIMEDIA REMAINS A SOMEWHAT CONTROVERSIAL TOPIC IN THE EDUCATIONAL COMMUNITY. Defined as a system that includes two or more of the following: motion, voice, data, text, graphics, and still images, multimedia has become a reality since the microcomputer revolution in the late 1970's. Using the mind's eye metaphor, and based in educational theories such as cue summation, modalities of instruction, and channel interference/capacity, multimedia instruction attempts to enhance learning by stimulating multiple sensory organs simultaneously.

Some current theories model the human mind as analagous to a computer. Short term memory (STM), long term memory (LTM), and sensory registers are a few of the computer terms used in describing the organization of the brain. According to these theories, human information processing is carried out by two subsystems: the verbal and the imaginal. The verbal subsystem processes text and audible words, while the imaginal subsystem handles pictures, sounds, touch, and taste.

Pundits on both sides of the multimedia issue use these concepts and theories to support opposite positions. The critics point out the pitfalls of multimedia, citing things like channel overload, the "attention" characteristic of learning, and the entertainment effect of multimedia. They believe multimedia is highly over-rated as an educational tool.

The proponents use cue summation and multichannel communication theory to support their view that multimedia is a valuable tool for increasing learning. They feel that, as long as different forms of media are relevant to each other, learning will increase due to the reinforcing nature of multiple stimuli. 

Make sure that each type of media used provides cues and clues for the other.

Insure that the amount of information presented has not reached the capacity limit of your learners.

Maintain relevancy between channels -- if your content is not relevant, i.e., doesn't reinforce the other channels, then learning will be decreased.

Keep the "bells and whistles" to a minimum.

Animation without narration has about the same effect as no instruction.

With multimedia your instructional products can reach learners that prefer to read, listen, or use a hands on approach.

Use the largest screen size possible.

Use multiple image presentations when: 

making comparisons
developing interrelated concepts
illustrating relationships
showing spatial/dimensional traits

This is an effective use of multimedia, i.e., text and graphics. The cues sum across the channels. In other words, the text and graphics reinforce rather than interfere with one another.

Irrelevant cues between different channels.

Busyness of graphics. Clean and uncomplicated design beats whoop-ti-do-ness everytime.

Remember your purpose is to instruct the learner not to impress him with your mastery of the media.

• Literature on multimedia is conflicting and/or dated.

• A fixed cognitive capacity limits the absolute amount of information an individual can process.

• Multiple channel presentations are superior to single channel presentations only when cues across channels are relevant.

• Irrelevant cues cause interference, not reinforcement.

• Learning of any type results from a variety of media if the methods of providing information are well designed.

Mike Foster