Multimédia ve výuce: principy designu - JKM248

• Anglický název: Multimedia in Education
• Zajišťuje: Katedra mediálních studií (23-KMS)
• Fakulta: Fakulta sociálních věd
• Platnost: od 2025
• Semestr: zimní
• E-Kredity: 3
• Způsob provedení zkoušky: zimní s.:kombinovaná
• Rozsah, examinace: zimní s.:0/2, KZ [HT]
• Počet míst: neurčen / 20 (20)
• Minimální obsazenost: 10
• 4EU+: ne
• Virtuální mobilita / počet míst pro virtuální mobilitu: ne
• Kompetence: critical thinking, data literacy
• Stav předmětu: vyučován
• Jazyk výuky: čeština, angličtina
• Způsob výuky: distanční
• Další informace: http://Register for moodle, find infos therein: https://dl2.cuni.cz/course/view.php?id=3270, Schedule: vote till Oct 5 via when2meet on moodle.
• Poznámka: předmět je možno zapsat mimo plán; povolen pro zápis po webu
• Garant: doc. Mgr. Cyril Brom, Ph.D.; PhDr. Jakub Končelík, Ph.D.
• Vyučující: doc. Mgr. Cyril Brom, Ph.D.

Anotace

This course introduces the principles of multimedia learning and methods for conducting empirical research in this area (including animations, hypertexts, educational videos, games, etc.). It covers three main perspectives: the research perspective (how to design and carry out a multimedia learning research project), the empirical perspective (what is already known from existing studies), and the practical perspective (how to effectively use multimedia learning materials in schools and beyond).

Poslední úprava: Brom Cyril, doc. Mgr., Ph.D. (01.09.2025)

Podmínky zakončení předmětu

• 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 an LLM during homeworks.

Poslední úprava: Brom Cyril, doc. Mgr., Ph.D. (05.09.2025)

Literatura

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.

Additional

(Students are not expected to read all of this :) ).

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.

Poslední úprava: Brom Cyril, doc. Mgr., Ph.D. (05.09.2025)

Metody výuky

• Flipped-classroom.
• LLMs will be used here and there for homeworks; typically to discuss academic papers. However, students must always understand the content being discussed and take full responsibility for presenting/interpreting LLM-based outcomes. Copy-pasting answers from LLMs is generally not advisable; students' brains must be part of the pipeline.

Poslední úprava: Brom Cyril, doc. Mgr., Ph.D. (20.09.2025)

Sylabus

• What are multimedia materials? Or: textbooks, hypermedia presentations, animations, edu-TV, educational programs, tutoring systems, educational games, educational simulations, virtual reality, etc.

• A brief history of media 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)

• 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; analysis of errors in published experimental studies

• Principles of multimedia material design: cognitive principles, affective-motivational principles

• Designing an experiment and drawing up a schedule and budget; writing a model grant application

(We will use an LLM here and there.)

Poslední úprava: Brom Cyril, doc. Mgr., Ph.D. (05.09.2025)