Doctoral Research Ideas

Tonia A. Dousay

University of Georgia

March 23, 2010

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Introduction

Based upon decades of research regarding cognition, learning, multimedia design, and related

elements, the Cognitive Theory of Multimedia Learning (CTML) provides a framework that aims to

maximize optimal learning potential in multimedia environments. By its very basic definition,

multimedia is the presentation of words and pictures together. Multimedia learning, therefore,

encompasses building mental representations from words and pictures, and multimedia instruction

includes that which presents words and pictures intended to promote learning. Considering research

foundations that tell us there are separate channels for processing visual and auditory information (Pavio

1986; Baddeley 1986, 1999) and that humans are limited in the amount of information that can be

processed by each channel at one time (Baddeley 1986; Chandler & Sweller 1991), Wittrock (1989) and

Mayer (2001) propose that humans engage in active learning by attending to relevant incoming

information, organizing selected information into coherent mental representations, and integrating

mental representations with previous knowledge to be stored in long-term memory. Figure 1 provides an

illustrated overview of this process.

Figure 1. An overview of the process proposed by the Cognitive Theory of Multimedia Learning

Building upon the CTML process, Schnotz (2005) presents an integrated model of text and

picture comprehension (ITPC) that promotes six key principles for consideration in multimedia design.

First, designers should combine text with content-related images only when learners have low prior

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knowledge and possess sufficient cognitive abilities to process both the text and pictures. This is known

as the basic multimedia principle. Second, the spatial contiguity principle recommends presenting

written text in close spatial proximity to related images. The temporal contiguity principle takes this

concept a step further and suggests presenting spoken text in close temporal proximity to related images.

When using animation, the modality principle proposes the use of spoken words instead of written text.

Related to this, the specific redundancy principle clearly states that written text should not duplicate

spoken words. Lastly, the coherence principle advises against the use of extraneous words and pictures or

unnecessary sound or music. Combined, these principles represent an arsenal of tools to be used by

instructional and multimedia designers to capitalize on learners’ cognitive capabilities to receive and

process knowledge.

Diverse audiences, limiting budgets, constraining timelines, and demanding clients add to the

pressure on designers and instructional project managers. A possible compromise between these factors

might be to place emphasis on specific design principles of the CTML/ITPC. There is compelling evidence

that suggests a negative relationship between interest and satisfaction with multimedia courses (Salomon

1984). This finding has been replicated numerous times with different media (Clark 2001). With respect

to motivation and metacognition, the impact of interest and goal orientation remains active areas of

research for educational psychology. Tobias (2006) has noted that research is beginning to explore the

effect of motivation on metacognition. We know that when students attempt to complete a course within

traditional constructs, they are either interested in the content, motivated to attain a goal of importance,

or both. Incorporating these variables into multimedia and cognitive load theories will become an

important task if instruction is to remain relevant to real-world learning experiences (Fletcher & Tobias

2005). Thus, it would be worthwhile to study the effects of the CTML principles on metacognition and

motivation.

Rationale

As research in educational psychology continues to adapt to the ever-growing field of

instructional technology, it is important that new studies provide practical application. Conceptually,

research that focuses on learner motivation has the potential to impact course and lesson design. First,

consider that online learning is often dominated by multimedia instruction. Then consider that it has

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been documented that this type of training often runs into challenges with learner motivation and

completion rates (Carr, 2000; Wojciechowski & Palmer, 2005), this presents an overlap between the two

areas that holds a potential resource for practical application in course design. Theoretically, CTML

principles are constantly under scrutiny. As new development tools become available, it cannot be

assumed that the principles are static. Furthermore, as new research seeks to investigate or challenge the

principles, there remains a gap in studying the effects on metacognition and learner motivation.

Importance

As Keller (2008) points out, even though general principles of motivation and learning apply to

all learning environments, there are characteristic problems in a given setting requiring analysis and

design to create motivational and learning practices that exemplify those principles. As Keller’s

comments include the concepts of analysis and design, it should not be overlooked that basic instructional

design practices also promote these two processes. Considering the design constraints previously

mentioned, it is conceivable that conducting an analysis may not be feasible. Good design principles can

help mitigate potential user issues, including motivation. Instructional designers sometimes struggle to

meet stakeholder demands while still attempting to design for the learner. The author’s own experience

as an instructional designer has reinforced these considerations and provided inspiration to seek out

theories that could be further researched and put into practice. If designers are equipped with a set of

best practices including techniques that are proven to enhance learner motivation or are likely to result in

higher completion rates, then both stakeholders and end users will benefit from the research.

Research Questions

This study seeks to determine which of the CTML principles positively affect learner motivation.

1. Does the spatial contiguity principle have a positive effect on learner motivation?

2. Does the temporal contiguity principle have a positive effect on learner motivation?

3. Does the modality principle have a positive effect on learner motivation?

4. Does the coherence principle have a positive effect on learner motivation?

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Research Methods

The researcher proposes to survey students enrolled in an online or blended course at the University of

Georgia. Survey questions will focus on elements of the course that use specified CTML/ITPC principles

and seek to gauge user perceptions of the affect on their motivation. This initial survey will use

quantitative statistical analysis to find correlational relationships between individual principles and

learner motivation. Based on survey responses, the researcher also proposes to interview a random

sample to ask further investigative questions regarding how or why the principle(s) had a perceived effect

on motivation.

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References

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Colleges are using online courses to raise enrollment, but retaining it is another matter. The

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http://www.westga.edu/%7Edistance/ojdla/summer82/wojciechowski82.htm

Dousay, Tonia A March 16, 2010