Article Review: Redesigning a Powerpoint lecture using multimedia design principles

Jul 18, 11
Article Review: Redesigning a Powerpoint lecture using multimedia design principles


Powerpoint
Let’s rethink how we design our Powerpoint slides. Let’s create design principles using Mayer’s cognitive theory of multimedia learning.

Cognitive Theory of Multimedia Learning

In a nutshell, people learn through two channels — words and images. This dual-channel theory suggests that people process auditory and visual stimuli separately. Each channel requires time to process information before merge into a cohesive cognitive concept.

DualChannel
 
Dual Channel Theory for Multimedia Learning

Based on this dual-channel theory, Mayer developed some key principles in designing multimedia materials. The key is to minimize cognitive load, or the burden on one’s working memory during instruction. Some examples from the highlighted article include:

  • Make the message stick: Simplify using images. Get the message across by making the header a sentence rather than a phrase. Avoid bullet points.
Fig1
  • Signaling principle. Highlight only the essential material.
Fig2
  • Coherence principle. Avoid distractors and eliminate unnecessary words, pictures, and sounds.
Fig3

STUDY

In a prospective study this month from Medical Education, traditional Powerpoint slides were compared to modified Powerpoint slides in a lecture on Shock. The content remained the same. The modified Powerpoint slides implemented Mayer’s multimedia design principles. Many other principles are nicely summarized at Design eLearning blog. A convenience sample of Surgery clerkship third-year medical students were enrolled (n=39 traditional, n=91 modified).

Based on a pre-test/post-test design, the authors found that the students were able to recall facts better (eg. “Define shock.”) using the “modified” Powerpoint slides. Interestingly, the “modified slides” students did not perform any better than the control group in their ability to transfer their knowledge in written clinical vignettes.

This was a great study. I hope they pursue this line of inquiry. More studies need to look at using multimedia effectively for teaching.

In the meantime, I am definitely going to be reading more about Mayer’s work.

Reference
Issa N, Schuller M, Santacaterina S, Shapiro M, Wang E, Mayer RE, Darosa DA. Applying multimedia design principles enhances learning in medical education. Medical Education. 2011; 45(8), 818-26. PMID: 21752078.

 

Author information

Michelle Lin, MD

ALiEM Founder and CEO
Professor and Digital Innovation Lab Director
Department of Emergency Medicine
University of California, San Francisco

The post Article Review: Redesigning a Powerpoint lecture using multimedia design principles appeared first on ALiEM.

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