Article Reviews: Dual-Coding Theory and Multimedia Instruction

     Dual-Coding Theory is the idea that the human brain can process verbal and non-verbal information at the same time.  Not only are learners able to process information in two modalities at the same time, but research suggests that a learner can retain and retrieve information much more easily when that information is presented in a way that requires them to utilize more than one of their senses. Below, I have reviewed two articles that use research to support Dual-Coding Theory and explain the impact it has on instructional design.

     So what does research say about dual-coding theory and how it applies to design and instruction?  In the article “For Whom Is a Picture Worth a Thousand Words? Extensions of a Dual-Coding Theory of Multimedia Learning”, Richard E. Mayer and Valerie K. Sims look at how students’ learning is effected based on the presentation style of information.  They focus on looking at how presenting animation and audio concurrently compares to presenting the information successively.  The study was easy to follow and looks at different dimensions from how much prior knowledge the learner is bringing to the experience to learning styles and strengths.  The findings are based on sound research and align with much of the research presently being published. 

     Mayer also has published an article that looks at whether or not effective instructional design methods work across different media.  The article, “The Promise of Multimedia Learning: Using the Same Instructional Design Methods Across Different Media”, begins by developing the argument for multimedia instruction based on the ideas from Dual-Coding Theory.  Mayer then looks at four case studies that show in the end that “the principles of instructional design do not necessarily change when the learning environment changes” (Mayer, 2003, p. 136)  Again, Mayer uses sound research to support his analysis.

     Gone are the days of one dimensional instructional design.  As instructional designers, we must merge various forms of media to better reach our learners.  I highly recommend these two articles if you want to have a better understanding of the Dual-Coding Theory and how it applies to instructional design using multimedia presentation.   

References

Mayer, R. E. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and Instruction, 13(2), 125-139. doi:10.1016/S0959-4752(02)00016-6

Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extension of a dual-coding theory of multimedia learning. Journal of Educational Psycology, 86(3), 389-401.