Toward Enhancing Retention and Remembering in Online Learning
Course Paper
Introduction
Higher education has required online interactive multimedia-based content for practical
teaching and learning for the past decade. According to the research, educators and learners
found that the effects of using interactive multimedia are significant in increasing motivation
for online learning (Bialowas & Steimel, 2019). Hence, learners prefer and appreciate employing
visual-based content and the immediacy aspect of interactive multimedia materials. For
instance, educators use short and frequent interactive multimedia-based to communicate and
provide feedback to enhance their social presence in online learning (Glazier & Harris, 2020).
Additionally, the learner can utilize interactive visual-based content like videos to reflect on
their knowledge, which researchers found important to improve remembering and attention
(Anderson, 2004). Moreover, the rapid expansion of online education requires Information and
Communication Technology (ICT) to support information delivery and optimize achievement in
higher education. For example, many students enrolled in-class courses still check the course
materials on the provided Learning Management System (LMS) platforms. Therefore, the
educators design and implement the knowledge resources and ensure providing an adequate
amount of information. The question is how to use effective technology to edit and maintain
accountable resources and guarantee information prosperity. First, understanding the learners’
needs supports educators’ decisions to apply interactive multimedia elements effectively. To
exemplify, the training and development team at the school board polled a survey to
comprehend what technology-based tool to include to facilitate the sessions’ content
sufficiently. Similarly, facilitators use interactive tools such as Adobe Captivate from Adobe
(2019, Version V11.0.0.243) to embed quizzes or share observable graphs. Further, educators
can include interactive materials in the LMS, and the trainees earn a badge to learn the
organization’s policy and standards. Finally, the efficacy of using interactive multimedia
technology for dynamic change can be an essential step toward better education (Robertson &
Muirhead, 2020). Likewise, educators aim to improve instructional approaches to enrich online
learning environments by applying specific design principles and multimedia design theory to
eliminate the student’s cognitive load and reduce unnecessary data (Oberfoell & Correia, 2016).
This article illustrates the metaphorical inquiry for utilizing interactive multimedia technology
approaches to enhance the retention and recall of information virtually. As Afify (2021)
clarified, interactive multimedia supports utilizing effective learning content and designing
courses following significant standards to sustain students’ attention. In particular, interactive
multimedia allows learners to direct their learning by self-learning engagement. Likewise,
researchers indicated that teachers use precise design approaches and employ multimedia
design principles to control exterior details to reduce cognitive load. In this literature review,
studies examined the efficacy of applying multimedia design principles to design interactive
learning activities to enhance retention and understanding in the Understanding by Design
framework (Park, 2015; Wiggins & McTighe, 2011). Further, this article discusses using
interactive visual-based activities in the Understanding by Design Framework to enhance
retention and remembering in online learning for higher education learners.
Questions
1. 2. How do interactive visual-based activities in the Understanding by Design framework
enhance retention and remembering in online learning?
How to apply interactive visual-based activities in the Understanding by Design
framework to enhance the learners’ outcomes in online learning?
Keywords
Cognitive load, Cognitive Theory of Multimedia Learning (CTML), design principles, Information
and Communication Technology (ICT), interactive learning activities, interactive multimedia,
learning outcomes, motivation, remembering, retention, Understanding by Design framework
(UbD), videos.
Literature Review
Online learning is flexible in enabling diverse groups to join traditional colleges and
universities, such as parents with young children, full-time employees and even students who
live in rural areas (Glazier & Harris, 2020). Besides, designing online curricula and courses for
online learners differs from in-class learning, where students directly sense the teacher’s and
peers’ social presence. While the pandemic urged the faculty to shift online, the educators and
the students struggled because the design for in-class programs doesn’t function for online
teaching for many reasons (Keegan & Bannister, 2021). Accordingly, the urged change during
Covid-19 required applying different pedagogical methods to maintain the social presence of
educators and peer collaboration. Also, the change demanded applying the pedagogy of care
and offering flexible course design and assessment, as Noddings (2001) explained the
significance of pedagogy of care narratives for online learning (Burke & Larmar, 2020). Despite
the increase in online education in higher education, researchers indicated that many students
who would succeed in a class course fail to succeed in online learning and, in many cases, fail or
drop the course. Additionally, the crisis is due to a need for pedagogical approaches and
employing the required technology for improving engagement, social presence and
collaboration. Therefore, the study revealed a significant effect of immediacy on effective
online learning, cognition, and motivation. Morover, the authors recommended that educators
play a vital part in improving the pedagogical approaches toward enhancing social presence,
including retaining materials that reflect real-life experiences in the course and facilitating the
assignments and tasks using visual-based instructions and explicit terminology. Also, the study
suggested that teachers be flexible and approachable by sharing text-based and visually
interactive multimedia content through online discussion, course design and email.
Digital Strategies to Enhance the Millennial’s Learning
Another critical attribute is that most students in higher education are “millennial
learners” (Bialowas & Steimel, 2019, p.354). Accordingly, this generation spends most of its
time on online social media platforms sharing or creating content using different applications,
or they are more into gaming. As a result, they most likely find online learning content more
suitably; at the same time, educators notice that using digital strategies to have the student’s
attention is practical. Therefore, the authors developed an instructional strategy to enhance
the connection in an online learning setting, and they explained that teaching the immediacy
domain requires particular communication behaviors. In particular, the researchers examined
the theoretical framework that enhances intimacy, including cues, gestures, asking questions,
and inclusive phrasing and examples. Furthermore, studies indicated that instructors with
better immediacy impact the learners’ success and satisfaction, motivation and engagement.
However, the study revealed that using too many interactive instructional videos reduces
student proximity and encouragement.
Utilizing Multimedia and Social Media
More than a year ago, a study examined learning engagement utilizing social media,
multimedia, and various learning technologies (Nkomo et al., 2021). Similarly, the study focused
on exploring the context and modalities of the students’ digital technologies engagement and
using different digital methods and platforms might enhance students’ engagement in online
learning. Additionally, this research explained three dimensions of student engagement; the
first dimension is the behavioral, such as in-course activities, assignments, and class
attendance. The second dimension is the cognitive dimension that illustrates self-
learning, accommodation inquiries, and accomplishing tasks and goals. The last measurement
is the emotional, such as showing curiosity or concern toward their education. The researchers
explained that further studies should focus on learning theories engagement in a technology-
enhanced learning environment and test student engagement via tracing data analysis on the
LMS or the utilized social media platforms.
Figure 1. Enabling reporting Quiz results to the LMS.
Figure 2. Adding interactive project created with Adobe Captivate on the D2L and checking the learners’
progress with the Assessment tool.
According to Oberfoell & Correia (2016), the modality principle displayed that including
auditory and visual channels enhances the less-experienced learner in multimedia learning
environments and online settings. On the other hand, the modality principle shows that more
than digital text-based content is needed for adequate understanding for online learners; hence
text alone may increase the cognitive load. The authors explained that applying the modality
principle has distinct impacts on diverse learners in different environments. Nevertheless, the
study did not reveal that using the modality principle mainly affects less experienced- learners
who viewed the PowerPoint with the voice narrations and the text-based contents.
Consequently, educators must apply different conditions and requirements to improve
designing and utilizing online learning components.
The researcher investigated using annotation via multimedia components (Thomas,
2016). Moreover, the researcher suggested that annotation software helps students control the
video by adding their discussions or questions; the author also explained that this could help
learners retain knowledge. On the other hand, the results displayed that using the annotation
tool did not enhance the learners’ achievements.
Figure 3. Adding interactive videos through social media to Adobe Captivate project.
Applying the Cognitive Theory of Multimedia Learning to Enhance Understanding
Cognitive load theory (CLT) demonstrates that our brain processes information by
sending the data from working memory to long-term memory (Park, 2015). Hence, multimedia
learning theory (CTML) indicates that learners have different levels of cognitive load to process
new information in the working memory from multimedia elements. More importantly, the
cognitive theory of multimedia learning suggests that extraneous, necessary, and generative
processing coordinates with the three cognitive load types: extraneous, intrinsic and germane
cognitive load. Finally, the CTML proposes that some learners comprehend by processing visual
and auditory material through individual channels, while others process limited information in
each channel at one time. As a result, learners can learn by choosing and organizing relative
information and combining the new information with their previous knowledge. Although,
examining how and when to apply multimedia design principles takes time and effort.
Five years ago, Skulmowski (2018) suggested that high cognitive learning materials
require more instructions, and there is a positive impact of color coding toward maintaining
learner visual attention. Also, these triggers serve as motivational factors to spend more time
and effort studying more knowledge components. The study results showed that color coding
of realistic materials significantly impacts retention and that color cues assist studying details.
Wang et al. (2020) presented in a study that the social presence of the educator did not
impact the students’ retention. Likewise, the outcome showed that learners did not experience
a lower cognitive load with the teacher’s social presence.
Research by Miner & Stefaniak (2018) analyzed the positive effects of multimedia
presentations on students’ understanding. The effects demonstrated that Educators develop
professional development to integrate multimedia technology efficiently in online courses.
Similarly, learners pointed out that utilizing multimedia improved understanding.
Researchers Abdul Hamid & Br Ginting (2019) performed an analysis to examine
instructional multimedia for art classes in higher education. The study included instructions,
visual-based signals and social cues, objectives, and questions-based activities. Consequently,
instructional multimedia had potential effects utilizing digital education methods in art courses.
Park (2015) discussed using the embodiment principle to operate humanlike expressions
and enhance learning depth, like involving personalized and voice narrations. Accordingly, the
researcher found that applying the multimedia design principles employing audio or visual-
based signals positively impacts learners’ cognitive learning, achievement, and motivation.
However, the source of voice narrations significantly affects the student’s learning.
Applying Interactive Multimedia Toward Effective Collaboration and Motivation
Hayashi (2020) pointed out that collaboration among peers using explanatory activities
encourages reflection and understanding. Similarly, interactive multimedia tools in online
activities promote group coordination and stimulate highlighted information, enhancing
knowledge via social interactions. Consequently, communication technology facilitates learning
activities and cognition when educators and learners apply specific pedagogical design
standards and social learning principles. As a result, the study explained that effective
collaboration using interactive activities enhances learners’ metacognition and communicates
diverse education that can influence students’ performance.
Two years ago, Beege et al. (2020) examined the emotional design hypothesis that
shows digital learning materials generate emotional reactions and enhance learning
performance. Therefore, this study focused on using voice narrations to supervise emotions
and boost motivation and understanding. Also, the researchers focused on using various social
cue techniques to enhance attention and how to apply digital cue strategies to maintain the
understanding of instructional videos. Further, Beege et al. (2020) explained that Multimedia
learning can provide visual communication, though different system-based instruction, such as
immersive reality, distracts students from learning optimization. Consequently, the study
showed that using Animated Pedagogical Agent’s social cues overcame cognitive cues’ positive
outcomes and decreased attention. Hence, the analysis revealed that learners with an
unenthusiastic voice performed sufficiently in high-load test settings. While exposing students
to an enthusiastic agent helped them meet higher scores in low-load test settings. As a result,
the author suggested that instructional designers estimate the information comprehension to
address learners’ cognitive load in instructional multimedia and utilize visual triggers with
digital text-based elements to enhance understanding. Further, the authors suggested using
other emotional elements like graphics, color coding and images to test whether emotions in
online learning are essential.
Figure 5. Employing interactive quiz in Adobe Activate.
Figure 4. Sharing related accessible content in Adobe Captivate.
Applying the Understanding by Design (UbD) Framework
Understanding by Design (UbD) is a planning framework that facilitates proper
pedagogy by developing a goal-based framework. It trains learners to meet objectives and learn
to understand. Similarly, its advantages are to explain the course and what the learner will
practice and learn. It is a method that allows the program to be intentional and adequate for
long-term understanding (Wiggins & McTighe, 2011). As the authors applied, the three-step
process UbD requires identifying expected outcomes, deciding sufficient evidence and assigning
suitable explanations of the developing process and results, and designing learning experiences,
instruction, and resources to sustain teaching and achieve learning outcomes. The UbD
framework supports the notion of long-term learning and that the educator should teach for
understanding and not only memorizing the information; as Wiggins & McTighe (2011, p.4)
clarified, “transferring learning to new situations”. Likewise, the UbD framework encourages
educators and learners to communicate ideas and strategies by providing diverse options and
resources to apply learning in authentic contexts. Ultimately, cognitive and neuroscience
studies drove the learning instruction and assessment study and provided the fundamental
motivation for UbD instruction and assessment practices. Therefore, the UbD framework can
help educators develop strategies to design interactive multimedia, including essential visual
and text-based information and assessment approaches, such as multiple-choice questions and
annotation. Another example is that students can reflect and collaborate on the activities and
share their various learning.
Figure 6. Infographic of the important points to build effective interactive multimedia content in UbD
Framework.
Conclusion
Learning happens when students retrieve previous understanding and connect it to new
knowledge rather than memorizing further information from text or a lecture (Bransford et
al., 2000). New learners approach concerns by searching for accurate instructions that assist
them in their real-life work. For example, educators can prepare materials and design units
that cover more intricate components rather than cover more broad topics. Moreover,
experiential learning that engages students, such as hands-on activities, helps transfer
information to long-term memories (Park, 2015). Additionally, repeating the data in different
settings and practices can maintain memory and retention. Likewise, Hunter (2017) pointed
out that utilizing instructional and interactive short multimedia benefits online learners in
different settings. Besides, when educators embed short and interactive recorded self-
directed videos in interactive multimedia, they enhance motivation and social presence in
online learning. Also, the researchers explained, providing the recorded self-directed videos in
the course weekly announcement and personal feedback is useful. While the research
indicated that sharing short, interactive multimedia in adequate duration supports the
educator’s social presence and encourages students more than communicating long
interactive multimedia in a short period. Similarly, as Wiggins & McTighe explained (2011),
sharing graphics and images with recorded audio in assignment feedback enhances
understanding and retention of details and assists in measuring learning and performance.
Thus, the analyses’ results align with the Cognitive Theory of Multimedia Learning, combining
significant techniques by learning from interactive multimedia-based activities. The studies
delivered favourable outcomes when the experts edited the multimedia-based activities and
applied the design principles to increase understanding and retention. Consequently, future
studies should examine the impact of instructional multimedia-based activities on motivation
and involving design approaches to engage students for better outcomes. Further, conducting
more investigations will help examine the influence of interactive instructional multimedia on
understanding and how to apply effective design strategies to help reduce the cognitive load
and improve achievement in higher education.
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