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Mid-Atlantic Regional Technology in Education Consortium
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Philadelphia, PA 19122
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Temple University Center for Research
in Human Development and Education |
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More recently, Mayer and his colleagues looked at the presentation modes and sensory modality in multimedia learning and found that different presentation modes (i.e., words vs. pictures) and sensory modalities (i.e., audio vs. visual) may affect students’ learning differently (Mayer & Anderson, 1991). They concluded that meaningful learning occurs when learners construct and coordinate multiple representations of the same material, including visual and verbal representations (Mayer, 1997). In Mayer and Moreno’s (2003) studies, media play the role of facilitating cognitive information processing through an optimal combination of symbol systems.
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Toward a Systemic Approach to Media Studies
Media comparison and media attributes studies tend to focus narrowly on the learning environment as represented by media without paying sufficient attention to other factors influencing learning, such as instructional method and learners’ attributes. Although intra-media studies examine both instructional method and media, they also devote insufficient attention to learners’ attributes. Both ATI media studies and Mayer’s studies are a big improvement over the media comparison, media attributes, and intra-media studies; they stretch beyond the media to include other factors in learning—that is, instructional method and learner’s cognitive ability. However, these approaches are more interested in the ability of media to improve learners’ cognition in learning. Such ability may be achieved through a particular instructional approach that combines various symbols described as representation modes or sensory modalities to deliver instruction (Mayer, 1997) or by developing an instructional treatment that matches media characteristics with particular learner’s aptitudes (Surry & Ensminger, 2001).
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