Running head: INCREASED LEARNING BY INCORPORATING VISUALS / 1

Increased Learning by Incorporating Visuals / Multimedia in the Classroom

Pam Foulks

University of West Georgia

Visual and Media Literacy for Teaching and Learning

MEDT 7490

Pamela Foulks

April 16, 2017

INCREASED LEARNING BY INCORPORATING VISUALS / 2

Increased Learning by Incorporating Visuals / Multimedia in the Classroom

Article 1

Title & Author: The Roles of Multimedia in the Teaching and Learning of the Triplet

Relationship In Chemistry written by Mei-Hung Chiu and Hsin-Kai Wu. The article refers to a

study conducted by Johnston (1993) addressing the three levels of chemistry and the many

studies which investigate how using multimedia could support constructing, developing and

evaluating students mental representations of chemistry at the three levels (symbolic, macro,

and microscopic). Chiu and Wu focus on how multimedia could enhance chemistry learning of

the triple relationship and discuss theories and studies about the following topics: (1) multimedia

as a modeling tool (discussing multiple representations and mental models in learning and

teaching chemistry) (2) multimedia as a learning tool (introducing tools such as eChem and

ChemSence) (3) multimedia as an assessment tool (4) multimedia as an instructional tool.

Summary of the review of the literature: Chemistry is often considered a difficult content area

for students because the material is so abstract. The use of multimedia gives students the

opportunity to extract analyze, manipulate, conceptualize modify and evaluate the content

allowing them to draw their own conclusions which fosters student understanding of the content.

Well designed chemistry multimedia promotes teacher as facilitator in the classroom

encouraging students to self-discover making the material more meaningful for the individual.

This article demonstrates how the use of multimedia in the classroom can enhance the learning

of chemistry through the use modeling, tools, instruction, and assessment.

Methodology: 4M Chem Multimedia and Mental Models was developed by Kozma and Russell

to help students understand the relationships between chemical entities at a variety of levels and
INCREASED LEARNING BY INCORPORATING VISUALS / 3

comprehend representations by underlying concepts and not just surface features. 4M:Chem

divides the computer screen into four separate screens, which display video segments that

demonstrate the change of color within a closed tube to show different temperatures, an equation

with a chemical formula and symbols, animation showing the interaction of molecules at the

microscopic level, and a graph showing how the concentrations of two gases changed over time.

The four screens are showing simultaneously and are linked to one another. This process allows

students to engage in conversation to try and process a better understanding, they also built

relationships between macro, sub micro, and symbolic levels. The multimedia tool gives students

the ability to construct a dynamic model of chemical processes and their own understanding of a

phenomenon is shaped by the unique characteristics and symbol system ((Kozma, 1997, p. 257).

When tested to measure understanding the animation only group performed significantly better

than the graph only group on test items that involved chemical equilibrium. Kozma showed the

group which received the all three media and video- only group did not score significantly higher

than the other groups. Cook stated that processing multiple representations simultaneously may

be highly demanding of cognitive resources (Cook, 2006, p. 257). Reducing cognitive load by

making visual and verbal information explicit and integrated is particularly critical for students

who have low visualization skills (Wu and Shah 2004).

Summary of Results: In the area of science, schools which are using multimedia to foster

learning are demonstrating success. The educators ability to facilitate rather than lecture allows

students the opportunity to discover the answers on their own. Science is in fact about discovery

and when students are given the opportunity to process information, discuss with others their

own theories it provides a more meaningful learning environment. Students when using the

multimedia are no longer sifting through books trying to regurgitate facts. The authors of the
INCREASED LEARNING BY INCORPORATING VISUALS / 4

article depict the value of multimedia for educational purposes and promote multimedia as a

modeling tool, a learning tool, an assessment tool, and an instructional tool to improve school

chemistry and learning techniques.

Opinion about the research: This was an extremely long article which show cased numerous

studies using multimedia in the content area of chemistry. 4:Chem is only one method which I

selected to write about specifically. The research was poorly written, the author did not state any

type of numbers, or how one group was compared to another to try and draw a conclusion.

Reading the content is challenging because of the use of acronyms. This one particular method

does support student learning but how much more effective is it than a traditional classroom is

not clearly stated.

What did you learn from the research? Reading the entire article indicates the use of

multimedia simulation, models, labs, etc. are more meaningful for students than the traditional

book and paper methods. The visualization through the multimedia supports mental imagery,

meaning a phenomena that cannot be touched can now actually be perceived by the viewer.

Other methods used in the article did support the idea that learning is increased when using

visuals/media. This article demonstrates the importance of incorporating multimedia into the

science classrooms so that students are learning by using effective methods.

Article 2

Title & Author: Comprehension through Visualization: The Case of Reading Comprehension of

Multimedia-Based Texts written by Saloomeh Niknejad and Behzad Rahbar

Summary of the review of the literature: The article is a study written to discuss the impact of

visualization on reading comprehension through multimedia text. The latest developments in

technology have allowed instructors to design instruction using animated pictures, charts,
INCREASED LEARNING BY INCORPORATING VISUALS / 5

environments rather than the standard fixed figures which lack interest. The new animation

options. Dynamic types of visualization are more effective in enhancing EFL learners reading

comprehension. This study states dynamic visualization increased motivation of the English

Foreign Language learners by improving their reading comprehension as they experienced

different ways to learn reading.

Analysis of methodology: A study of was performed to determine which method would increase

reading comprehension though the use of visual media. The study consisted of 60 English

Foreign Language learners which were selected based off of their scores they received on the

Oxford Placement Test. The participants ranged in age 20 to 25 and all were students at a

language institute located in a city in the country, Iran. The participants were broken up into two

experimental groups and one control group. The first group received multimedia-based texts with

static visualizations. The second group was given multimedia based texts with dynamic

visualizations. The third group was given simple reading texts through conventional methods of

teaching reading. A pretest was given to all participants. The participants were asked to choose

the static/animations options. By clicking on the static option, they could see reading texts with

animated pictures. Immediately after reading each text, the participants in each group were

provided with a reading comprehension test, appraising the participants understanding the

content of the reading text. Finally, the data was organized according to the research questions of

the study. Then data was collected. The post-test indicated that visualization made a significant

difference amongst the three groups. The mean score revealed that the dynamic group

outperformed the static and control group. The scores also revealed the static group performed

better than the control group (Niknejad & Rahbar,).

INCREASED LEARNING BY INCORPORATING VISUALS / 6

Summary of Results: The study demonstrates how significant the use of visuals are for the

learning process. This study provides research based evidence to educators the value of

incorporating visuals to support the learning process for their students

Opinion about the research: Instructional technology has shifted from using the computer as a

tool to an interactive device which allows the user to control text, visual, and aural material. As

technology progresses research must keep up with the changes to ensure best methods for

todays learners.

What did you learn from the research? The research from this article occurred in 2015 which

demonstrates the significance new methods are on todays learners. Standard teaching methods

are no longer meeting the needs of students. The use of multimedia and visuals in the classroom

increases comprehension. Comprehension impacts every aspect of learning, animated visuals

should be incorporated during instruction for all content areas to try and promote better

comprehension for all content areas.

Article 3

Title: Teaching Vocabulary through Web-Based Language Leaning (WBLL) Approach written

by Bahman Gordian is a study which reveals the use of multidimensional computer tool to

facilitate learning have a positive impact on short term retention.

Summary of the review of the literature: The use of computers to teach languages is on the

increase. Computers provide graphics, sounds, text, and video and links to provide information

as needed. Comparing traditional methods compared to the advantages of computers have to

measure any differences in retention can give insight to the effectiveness of the computer on the

learner.
INCREASED LEARNING BY INCORPORATING VISUALS / 7

Analysis of methodology: A sample of 300 students ranging in ages 18 to 27 of undergraduate

were selected on non-random convenient sampling. Participants were divided into two groups

based on random sampling. They were measured under two conditions: Paper-based (control

group) and WBLL group (experimental group who dealt with CNN Web site). A pretest was

administered which consisted of 30 vocabulary questions selected from course passages. Two

weeks later the participants at the end of the course, were administered the post-test. This

comparative study taught one group using traditional lecture methods and the second group

watched CNN Web site to view 12 passages over six sessions each lasting one hour. Both groups

were introduced to unfamiliar vocabulary during the lessons. (Gorjan, 2012, p. 1)

Summary of Results: The mean scores indicated both groups were at the same level in terms of

vocabulary knowledge. Immediate quiz results indicated that the paper based group scored lower

than the WBLL group. For the second study the Web Based Learners scored the same result as

the paper-based group. The tests did not indicate one method was better than the other.

Opinion about the research: The research indicated a difference between the two groups using

quizzes after each lesson. Retention was higher for the web based instruction. The paper-based

students and the web based students concluded the course with the same results. Perhaps the web

based students never revisited the terminology once they had heard it, learned it and then moved

on. The paper based students may have heard the terminology on more than one occasion from

the instructor.

What did you learn from the research? From the results I learned that both methods worked

building vocabulary.

Reflection: The hypothesis of use of media/visuals to increase learning is supported with articles

1 and 2. Article 3 both traditional and web based methods were effective to learning vocabulary.
INCREASED LEARNING BY INCORPORATING VISUALS / 8

According to Richard Mayer people do learn better with the use of visuals and media, the articles

support his theory. I work in a science classroom and the concepts are so abstract that it is almost

difficult to understand what the conversation is about, the use of videos to depict the concept

allows the content to be processed more easily. Without the visuals in the science courses I

believe the failure rate would be extremely high, I feel that the visuals contribute to the students

success. I chose this topic specifically because of the science class and the use of visuals. I am

glad that the research supports my own beliefs, that using multimedia in the classroom

contributes to student learning.

INCREASED LEARNING BY INCORPORATING VISUALS / 9

References

Cook, M. P. (2006). Science education [Entire issue]. Visual representations in science

education: the influence of prior knowledge and cognitive load theory on instructional

design principles, 90

Gorjan, B. (2012). Teaching Vocabulary through Web-Based Language Learning (WBLL)

Approach. SciVerse ScienceDirect Procedia Technology, 1-6. Retrieved from

www.sciencedirect.com

Kozma, R. R. (1997). Journal of research in science teaching [Entire issue]. Multimedia and

understanding: expert and novice responses to different representations of chemical

phenomena, 34

Niknejad, S., & Rahbar, B. (2015). International journal of educational investigations [Entire

issue]. Comprehension through Visualization: The Case of Reading Comprehension of

Multimedia-Based Texts, 2(2410-3446). Retrieved from IJEI_Vol.2_No.5_2015-5-13.pdf

Wu, H. K. (2004). . In Science Education (pp. 456-492). : .