This course introduces multimedia learning and how to conduct empirical research in multimedia learning
(including illustrated textbooks, animations and educational videos and games). The course will cover research
perspectives (how to carry out a multimedia learning research project), empirical perspective (what is already
known) and practical perspective (how to use multimedia learning materials at schools).
Last update: Holan Tomáš, RNDr., Ph.D. (19.04.2023)
Kurz studenty seznámí s experimentální psychologií multimediálního vzdělávání. Bude se věnovat vzdělávání
pomocí širokého spektra multimediálních materiálů, tj. takových materiálů, které kombinují ilustraci s textem či
mluveným slovem: počínaje ilustrovanými učebnicemi, přes výukové pořady, až po výukové hry. Důraz bude kladen
na experimentální rovinu (jak získat a interpretovat data týkající se vzdělávání pomocí multimédií), empirickou
rovinu (jaká data už byla získána: co se ví) a praktickou rovinu (co a jak lze použít ve výuce na škole).
Last update: Holan Tomáš, RNDr., Ph.D. (23.04.2018)
Course completion requirements -
- A simple grant proposal written by the student; the proposal has to concern multimedia learning (40%).
- Students will conduct several reviews of grant proposals of colleagues (20%).
- Activity in online sessions and completing homeworks (40%). We will use a LLM during homeworks.
Last update: Brom Cyril, doc. Mgr., Ph.D. (20.07.2025)
Student napíše jednoduchou grantovou žádost (na A4) týkající se empirického výzkumu v oblasti multimediálního vzdělávání. V rámci toho student popíše intervenci, tj. jednoduchý výukový materiál (například dvě různé verze stránky z učebnice s doprovodnou ilustrací), navrhne design experimentu (např. komparace s mezi-subjektovým designem) a sestaví rozpočet projektu. Za celkovou kvalitu žádosti, včetně rozpočtu a designu experimentu a jejich smysluplnosti, bude student ohodnocen (40%).
Student provede několik review grantových žádostí svých kolegů. Za úroveň provedených review bude student ohodnocen (20%).
Student bude dále hodnocen za aktivitu na online sezeních a plnění průběžných úkolů (40%). Při plnění úkolů budeme cíleně používat ChatGPT.
Last update: Brom Cyril, doc. Mgr., Ph.D. (20.07.2025)
Literature -
Basic
Mares, M. L., & Pan, Z. (2013). Effects of Sesame Street: A meta-analysis of children's learning in 15 countries. Journal of Applied Developmental Psychology, 34(3), 140-151.
Mayer, R. E. (2009). Multimedia Learning (2nd ed.): Cambridge University Press.
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of educational psychology, 105(2), 249-265.
Expanding
Adams, D. M., Mayer, R. E., MacNamara, A., Koenig, A., & Wainess, R. (2012). Narrative games for learning: Testing the discovery and narrative hypotheses. Journal of educational psychology, 104(1), 235-249.
Belenky, D. M., & Schalk, L. (2014). The effects of idealized and grounded materials on learning, transfer, and interest: An organizing framework for categorizing external knowledge representations. Educational Psychology Review, 26(1), 27-50.
Clark, R. E. (Ed.) (2012). Learning from Media: Arguments, Analysis, and Evidence, Second Edition (2nd. ed.): Information Age Publishing.
Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning a systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122.
Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920: Teachers College Press.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional science, 38(2), 105-134.
DeSmet, A., Van Ryckeghem, D., Compernolle, S., Baranowski, T., Thompson, D., Crombez, G., ... & Vandebosch, H. (2014). A meta-analysis of serious digital games for healthy lifestyle promotion. Preventive medicine, 69, 95-107.
Heidig, S., & Clarebout, G. (2011). Do pedagogical agents make a difference to student motivation and learning? Educational Research Review, 6(1), 27-54.
Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational psychology review, 23(1), 1-19.
Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166-171.
Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education A Meta-Analytic Review. Review of Educational Research, 86(2), 602-640.
Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of Educational Psychology, 106(4), 901-918
Mayer, R. E. (2014). Computer Games for Learning: An Evidence-Based Approach.: The MIT Press.
Mayer, R. E. (Ed.) (2014). The Cambridge Handbook of Multimedia Learning. Cambridge Universitz Press.
Moreno, R. (2005). Instructional technology: Promise and pitfalls. Technology-based education: Bringing researchers and practitioners together (pp. 1-19): Information Age Publishing.
Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: a meta-analysis of research findings. Psychological bulletin, 134(2), 270.
Plass, J. L., & Kaplan, U. (2015). Emotional design in digital media for learning Emotions, technology, design, and learning (pp. 131-162): Academic Press.
Rey, G. D. (2012). A review of research and a meta-analysis of the seductive detail effect. Educational Research Review, 7(3), 216-237.
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational research, 81(1), 4-28.
Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of educational psychology, 101(3), 671.
Young, J. (2017). Technology-enhanced mathematics instruction: A second-order meta-analysis of 30 years of research. Educational Research Review, 22, 19-33.
Last update: Holan Tomáš, RNDr., Ph.D. (23.04.2018)
Základní
Mares, M. L., & Pan, Z. (2013). Effects of Sesame Street: A meta-analysis of children's learning in 15 countries. Journal of Applied Developmental Psychology, 34(3), 140-151.
Mayer, R. E. (2009). Multimedia Learning (2nd ed.): Cambridge University Press.
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of educational psychology, 105(2), 249-265.
Rozšiřující
Adams, D. M., Mayer, R. E., MacNamara, A., Koenig, A., & Wainess, R. (2012). Narrative games for learning: Testing the discovery and narrative hypotheses. Journal of educational psychology, 104(1), 235-249.
Belenky, D. M., & Schalk, L. (2014). The effects of idealized and grounded materials on learning, transfer, and interest: An organizing framework for categorizing external knowledge representations. Educational Psychology Review, 26(1), 27-50.
Clark, R. E. (Ed.) (2012). Learning from Media: Arguments, Analysis, and Evidence, Second Edition (2nd. ed.): Information Age Publishing.
Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning a systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122.
Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920: Teachers College Press.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional science, 38(2), 105-134.
DeSmet, A., Van Ryckeghem, D., Compernolle, S., Baranowski, T., Thompson, D., Crombez, G., ... & Vandebosch, H. (2014). A meta-analysis of serious digital games for healthy lifestyle promotion. Preventive medicine, 69, 95-107.
Heidig, S., & Clarebout, G. (2011). Do pedagogical agents make a difference to student motivation and learning? Educational Research Review, 6(1), 27-54.
Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational psychology review, 23(1), 1-19.
Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166-171.
Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education A Meta-Analytic Review. Review of Educational Research, 86(2), 602-640.
Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of Educational Psychology, 106(4), 901-918
Mayer, R. E. (2014). Computer Games for Learning: An Evidence-Based Approach.: The MIT Press.
Mayer, R. E. (Ed.) (2014). The Cambridge Handbook of Multimedia Learning. Cambridge Universitz Press.
Moreno, R. (2005). Instructional technology: Promise and pitfalls. Technology-based education: Bringing researchers and practitioners together (pp. 1-19): Information Age Publishing.
Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: a meta-analysis of research findings. Psychological bulletin, 134(2), 270.
Plass, J. L., & Kaplan, U. (2015). Emotional design in digital media for learning Emotions, technology, design, and learning (pp. 131-162): Academic Press.
Rey, G. D. (2012). A review of research and a meta-analysis of the seductive detail effect. Educational Research Review, 7(3), 216-237.
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational research, 81(1), 4-28.
Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of educational psychology, 101(3), 671.
Young, J. (2017). Technology-enhanced mathematics instruction: A second-order meta-analysis of 30 years of research. Educational Research Review, 22, 19-33.
Last update: Holan Tomáš, RNDr., Ph.D. (23.04.2018)
Syllabus -
Lecture syllabus
What are multimedia materials? Or: textbooks, hypermedia presentations, animations, educational programs, tutoring systems, educational games, educational simulations, virtual reality, etc.
A brief history of innovations in formal education in the 20th and 21st centuries according to Cuban; problems of deploying technological innovations in formal education and beyond
Theoretical subtleties: cognitive and cognitive-affective theories of multimedia learning (Mayer & Moreno), cognitive load theory (Sweller)
How to think about teaching using multimedia and new technologies? Or: instructional method vs. instructional material vs. instructional medium; features of educational materials vs. technological affordances (Clark)
How to find out if "something is instructionally effective"? Or: types of experiments in the field of multimedia learning; basic types of measured variables (knowledge outputs, affective-motivational variables, cognitive load, psycho-physiological data)
How to navigate the experimental results? Or: basic methods of interpreting (especially quantitative) empirical data: effect sizes, meta-analyses
Principles of multimedia material design: cognitive principles, affective-motivational principles
Seminar syllabus
interpretation of experimental results and meta-analyses
analysis of errors in published experimental studies
design of an experiment and drawing up a schedule and budget
writing a model grant application
(We will use LLM.)
Last update: Brom Cyril, doc. Mgr., Ph.D. (20.07.2025)
Sylabus kurzu
Co jsou to multimediální materiály? Aneb: učebnice, hypermediální prezentace, animace, výukové pořady, tutorovací systémy, výukové hry, výukové simulace, virtuální realita atd.
Stručná historie inovací ve formálním vzdělávání v 20. a 21. století podle Cubana; problémy nasazení technologických inovací ve formální výuce i mimo ni
Teoretické drobky: kognitivní a kognitivně-afektivní teorie multimediálního vzdělávání (Mayer & Moreno), teorie kognitivní zátěže (Sweller)
Jak přemýšlet o výuce pomocí multimédií a nových technologií? Aneb: výuková metoda vs. výukový materiál vs. výukové médium; atribut vzdělávacího materiálu vs. technologická afordance (Clark)
Jak zjistit, jestli "něco ve výuce funguje"? Aneb: typy experimentů v oblasti pedagogické psychologie multimediálního vzdělávání; základní typy sledovaných proměnných (znalostní výstupy, afektivně-motivační proměnné, kognitivní zátěž, psychofyziologická data)
Jak se vyznat v datech? Aneb: základní způsoby interpretace (zejména kvantitativních) empirických dat: effect sizes, meta-analýzy
