Telling a story with multimedia

Great coverage from the New York Times multimedia department.


Multimedia In support of Universal Design for Learning

Transforming media from one form to another (transmedia, transduction) supports Universal Design principles and allows multiple means of expression and representation. Student engagement is greater and socialization encourages the use of multiple talents. The role of the teacher becomes that of a mentor/learner and as a resource.

Leach, A. M. (2017). Digital Media Production to Support Literacy for Secondary Students with Diverse Learning Abilities. Journal of Media Literacy Education, 9(2), 30-44.

The Development of Learning Media for the Kinetic Theory of Gases Using the ADDIE Model with Augmented Reality

On going research on the mix of 3D modeling, animation and instructional design. Still being tested but makes a lot of sense for physics education.

Gusmida, R., & Islami, N. (2017). The Development of Learning Media for the Kinetic Theory of Gases Using the ADDIE Model with Augmented Reality. JOURNAL OF EDUCATIONAL SCIENCES, 1(1), 1-10.

Story telling with and without multimedia versus traditional teaching of Chinese Idioms

Li EH and Hew HS, “Better Learning of Chinese Idioms through Storytelling: Current Trend of Multimedia Storytelling” The Electronic Journal of e-Learning Volume 15 Issue 5 2017, (pp455-466) available online at

The findings supported using multimedia storytelling for learning Chinese idioms.  Additionally the essential components of storytelling are combined with the cognitive theories of multimedia learning.

The interactive buttons allow the students to decide and control their learning paces without proceeding too fast. Thus, the students are able to repeat and recall their learning according to their willingness. In addition, the use of visual elements during the storytelling has assisted the students to visualize and understand the backstory better, especially the circumstance and characters. The narration which is used as an aider in the story description has also made the storytelling vividly and lively. The information is therefore garnered in the students’ working memories for a longer time due to the stimulation of visual and auditory senses simultaneously (Mayer, 2005; 2009; 2014).


Using UTAUT to measure behavioral intentions

Being a fan of clear, well described research, I recommend reading this article which is available for download.  

In addition, the electronic version’s list of references contains links to many of the cited articles.

The Unified Theory of the Acceptance and Use of Technology has been used for many different purposes.  The components measured are:

  1. Performance Expectancy
  2. Effort Expectancy
  3.  Social Influence
  4. Facilitating Condition
  Determining students’ behavioural intention to use animation and storytelling applying the UTAUT model: The moderating roles of gender and experience level
  Norbayah Mohd Suki,Norazah Mohd Suki
  International Journal of Management Education
  November 2017