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学习和学习环境中的基础研究。学生越来越多地通过多种媒体获得科学和数学信息，如有叙述的教育动画或图文并茂的超链接网站。教育媒体开发商使用的一些流行的设计原则正在被新的研究所掩盖，需要新的原则来改进多媒体学习的设计、学习和未来的研究。这个大型综合项目将汇集500多项研究的结果，这些研究的对象是从中学到本科的学生，他们通过多媒体学习科学或数学。一个主要的贡献是，在用多媒体学习时，从“什么对谁起作用”变成了“对谁起作用”。该项目将产生一本书、文章、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，该分析是在一个新的多媒体学习元理论下组织的，该理论融合了几个现有的理论，包括通过个体差异(背景知识、工作记忆和空间技能)来调节刺激设计、任务设计和内容设计的效果。使用文献搜索的最佳实践，来自教育学、心理学和其他学科的大约500项研究的效果将被编码，以影响陈述性知识、推理、程序技能，并转移到未指导的内容。元回归方法将被用来检验主效应、与个体差异变量的交互作用，以及理论驱动和人口统计学调节因素。这些发现应该会为教育多媒体的设计者带来更细微的设计原则--特别是自适应多媒体--并通过解释这一新兴文献中相互矛盾的发现，为研究人员开辟重要的新途径。

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.