What Type of Media is Most Effective?

Sankey, M. D., Birch, D., & Gardiner, M. W. (2011). The impact of multiple representations of content using multimedia on learning outcomes across learning styles and modal preferences. International Journal of Education and Development using Information and Communication Technology, 7(3), 18-35. Retrieved from http://search.proquest.com/docview/1017894716?accountid=26354

Summary

This study, published by Sankey, Birch, and Gardiner for the International Journal of Education and Development Using Information and Communication Technology (IJEDICT), attempts to investigate the effects of presenting educational content in multiple formats, including multimedia, on learning outcomes for students of varying learning styles and preferences. The authors of this study acknowledge that new multimodal environments allow information to be disseminated in an ever-increasing variety of formats (2011). Also, according to the study, recent research has identified a principle called the “multimedia effect” that shows a correlation between a deeper understanding of concepts when they are presented in both written and visual (picture) formats (2011).

To extend the understanding of this “multimedia effect” Sankey, Birch, and Gardiner set out to determine if there was a correlation between individual learning styles and the methods with which students are able to access the information. The authors administered learning style assessments to the study participants and then grouped them as “visual, aural, read/write or kinaesthetic” learners (2011). Then, the participants in the study were presented with specific material, but in a variety of formats, including text, text and images, study guides, printed presentations (visual), recorded presentation with audio, and interactive online activities.

According to the authors, the findings were quite surprising. The data revealed that there were no notable differences in learning outcomes across the different subgroups, regardless of the methods in which the material was presented. What the authors did discover, is that the only correlation they could identify is between the participant’s satisfaction and enjoyment with the presentation method and the overall learning outcomes. Ultimately, the study provides evidence that students do not necessarily perform better simply because content in presented in multiple formats, but instead, students find the experience more engaging and enjoyable because they are able to chose a format, or formats, that assist them in accessing, understanding, and retaining the information (2011).

Reflection

This study is a very useful and pertinent resource for those teachers grappling with how to incorporate multimedia and technology into their classrooms. It can be very daunting for teachers to try and determine which method is best when presenting new information to students. This study ultimately reaffirms what many teachers already have concluded about using technology in their instruction; the true value of technology is not found in innovation for innovation's sake, but instead giving students new and exciting ways to engage with the material they are learning. Teachers need to worry less about which method to use, and instead, seek out, experiment, and evaluate new methodologies for presenting information to their students.