Page 31 - The Inquiry into the Development and Implementation of a Multimedia Resource to Help Improve Parental Involvement in Their Child’s Reading Literacy During the Primary School Years.

examples, in which students learn better from reading about a particular topic

followed by viewing video examples, rather than reading about a particular topic
followed by reading text-based descriptions of examples. Interactive video differs

from non-interactive video as it allows the user to control the video and learn at their
own pace; non-interactive video learning is more time consuming than reading a

textbook (Shang et al., 2006).

There is consistent evidence to show that people learn more deeply from words and

pictures than from just words alone. Mayer (2009) states that across eleven studies,
researchers compared the results from students who learned from either narration

alone or from text and illustrations. An example of one of these studies was the

explanation of how a bicycle pump works. In all of the comparisons, the pupils
whose lesson consisted of a multimedia approach based on words and images

outperformed the pupils who only received a lesson using only words.

2.6.1 Learning Procedure Using Instructional Video

Considering the importance of a multimedia style learning approach, it is also

important to put what is being learned into real life practice. This is emphasised by
Edgar Dale who states in his book ‘Audio-Visual Methods in Teaching’ (Dale,

1946), learning is likely to be permanent if it is (1) well motivated, (2) if its purpose
and value are clear, and (3) if there is practice, application, and use. He declares that

learning required mechanically is almost always forgotten, whereas rich experiences

such as digital video are almost always retained as memorable events in themselves
or in the form of intellectual deposits. Rich experiences have a quality of newness,

freshness, creativeness, and adventure, and they are marked by emotion (Dale,
1969). He introduces the ‘Cone of Experience’ (Figure 2.3), a diagram that illustrates

the relationship of the various types of sensory materials, as they go from direct
experience, which involves doing, to the most abstract kind of learning.

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