Meta-Analysis to Support an Integrated Theory of Multimedia Learning

该项目由教育和人力资源核心研究（ECR）计划支持，该计划支持STEM学习和学习环境的基础研究。学习者越来越多地以多种媒体呈现科学和数学信息，例如叙事教育动画或插图超链接网站。一些流行的设计原则所使用的开发人员的教育媒体正在黯然失色的新的研究，需要新的原则，以改善设计，学习和未来的研究多媒体学习。这个大型综合项目将汇集来自500多项研究结果的趋势，这些研究是对中学到本科的学生进行的，他们从多媒体中学习科学或数学。一个主要的贡献是在使用多媒体学习时，从“什么有效”转向“什么对谁有效”。该项目将包括一本书、多篇文章、多个研讨会和一个可搜索的网站。该项目将涉及对多媒体学习进行元分析，该分析是在多媒体学习的新元理论下组织的，该理论融合了几种现有的理论，包括刺激设计、任务设计和内容设计对个体差异的影响的调节（背景知识、工作记忆和空间技能）。使用文献检索的最佳实践，将对来自教育，心理学和其他学科的约500项研究的影响进行编码，用于对陈述性知识，推理，程序技能和转移到未指导内容的影响。元回归方法将用于检查主效应，与个体差异变量的相互作用，以及理论驱动和人口统计学调节因素。研究结果应导致更细致入微的设计原则，为教育多媒体设计师-特别是自适应多媒体-并应开辟重要的新途径，研究人员通过解释矛盾的研究结果在这个新兴的文献。

The project is supported by the Education and Human Resources Core Research (ECR) program, which supports fundamental research in STEM learning and learning environments. Learners are increasingly presented with scientific and math information in multiple media, such as narrated educational animations or illustrated hyperlinked websites. Some popular design principles used by developers of educational media are being eclipsed by new research, and new principles are needed to improve design, learning, and future research on multimedia learning. This large synthesis project will pull together trends across findings from more than 500 studies conducted with students in middle school through undergraduate years, learning science or math from multimedia. A major contribution is in moving from "what works" to "what works for whom" when learning with multimedia. The project will result in a book, articles, workshops at conferences, and a searchable website.This project will involve conducting a meta-analysis of learning from multimedia that is organized under a new meta-theory of multimedia learning, which merges several existing theories and includes moderation of effects of stimulus design, task design, and content design by individual differences (background knowledge, working memory, and spatial skills). Using best practices for literature search, effects from approximately 500 studies across education, psychology, and other disciplines will be coded for effects on declarative knowledge, inference, procedural skills, and transfer to uninstructed content. A meta-regression approach will be used to examine main effects, interactions with individual difference variables, and both theory-driven and demographic moderators. Findings should result in more nuanced design principles for designers of educational multimedia- especially adaptive multimedia - and should open up important new avenues for researchers by explaining contradictory findings across this burgeoning literature.