The keyword multimedia refers to information that is received via different senses. Multimedia information can be differentiated according to sensory modalities (e.g. visual vs. auditory) and also according to symbol systems (e.g. pictorial vs. linguistic) (cf. Weidenmann 2002).
Multimedia is associated with hopes for didactic application possibilities. The question of the conditions under which this is the case can only be answered on the basis of the research literature in a differentiated manner in relation to specific situations. Important variables are, for example
- the prior knowledge of the learners
- the complexity of the learning content
- the design of the medium
Multimedia information can support learning processes if it helps to overcome critical factors in learning. In the field of technology, for example, this is the lack of perceptibility of certain processes.
A number of design guidelines can be derived from cognitive psychology research.
References
Mayer, Richard E. (2001): Multimedia Learning. Cambridge [etc.]: Cambridge Univ. Press
Weidenmann, Bernd (2002): “Multicodierung und Multimodalität im Lernprozess.” In: Informationen und Lernen mit Multimedia und Internet. 3rd edition. Weinheim 2002: Beltz. pp. 45–62.