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With the infusion of the multimedia technology into the education arena, traditional educational materials can be translated into interactive electronic form through the use of multimedia authoring tools. This has allowed teachers to design and incorporate multimedia elements into the content to convey the message in a multi‐sensory learning environment. The focus in education is thus moving towards using multimedia as the instructional media and a platform in teaching and learning. This paper focuses on using the multimedia design process to enable educators to re‐design their educational curricula into an interactive and media‐rich learning environment. This multimedia educational design process will reinforce and strengthen the traditional instructional communication process and foster a number of innovative methods to communicate knowledge to the learners. In this context, there is a need to adjust the educator's approach to teaching, preparing content and delivering learning materials.

This chapter provides an overview of two generally applicable frameworks relating to the use of technology-enhanced learning – ‘affordances’ and multimedia learning effects. First, the concept of ‘affordances’ as action potentials of technologies is identified as a way to think through technology-enhanced learning design possibilities, so as to help make technology selection decisions. Second, multimedia learning effects including the multimedia effect, the modality effect, the redundancy effect, the split-attention effect, and the personalization effect are presented as a scientific basis for understanding how to create cognitively effective learning experiences using text, images, sound, and video. Both affordances and multimedia learning effects are characterized as ongoing areas of research that are somewhat related, with the successful utilization of each depending on critical application by the designer.

Multimedia facilitates knowledge acquisition, which has a significant impact on students' learning and is a big potential of information and communication technology. Learning through multimedia has psychological benefits for the learner in addition to being used for recreational learning. To define the cognitive theory of multimedia in successful learning and to develop the study's hypothesis, this study aims to focus on the psychological expedients of the learner and their perception of multimedia learning.

The longitudinal study was conducted to understand the effect of the use of multimedia applications in learning on blended learning and the metamemory satisfaction of learners. The data were collected in three phases and analysed on partial least squares structural equation modelling 4 software.

Learners' use of multimedia applications is positively connected with their perceptions of themselves as critical thinkers and their attitudes towards learning. Blended learning and the satisfaction of metamemory are directly impacted by the learner's attitude. The same is true for how critical thinking self-perception affects blended learning. Additionally, the association between the use of multimedia applications and one's critical thinking self-perception is positively moderated by mindfulness. Similarly, conscientiousness influences the connection between attitude and metamemory satisfaction in a favourable way. Finally, metamemory satisfaction is positively and significantly impacted by blended learning.

Learning through multimedia affects the sensory system and then imitates the real world which helps in a better understanding of the stimuli. The psychological effects and applications (rational utilization of perception, memory and emotions) are highlighted which shows scrutiny of the multimedia content in effective learning.

Multimedia learning helps in gaining attention, increasing retention and improving comprehension resulting in remembering the content and boosting effective learning. To the best of the authors’ knowledge, this paper is the first one to look into how the usage of multimedia effects blended learning and metamemory satisfaction in terms of learners' attitudes and perceptions. It also discusses two phenomena: the multimodality of human perception and the so-called polyphony of reality in the emergence of this new technology.

This study aims to examine the effects of voice enthusiasm (enthusiastic voice vs calm voice) on social ratings of the speaker, cognitive load and transfer performance in multimedia learning.

Two laboratory experiments were conducted in which learners learned from a multimedia presentation about computer algorithm that was narrated by either an enthusiastic human voice or a calm human voice.

Results from Experiment 1 revealed that the enthusiastic voice narration led to higher social ratings of the speaker and transfer performance when compared to the calm voice narration. Experiment 2 demonstrated that the enthusiastic voice led to higher affective social ratings (human-like and engaging) and transfer performance as compared to the calm voice. Moreover, it was shown that a calm voice prompted a higher germane load than an enthusiastic voice, which conforms to the argument that prosodic cues in voice can influence processing in multimedia learning among non-native speakers.

This study extends from prior studies that examined voice effects related to mechanization, accent, dialect, and slang in multimedia learning to examining the effects of voice enthusiasm in multimedia learning.

If initial attempts to incorporate reusable multimedia into university teaching were characterised by the efforts of enthusiasts, the growth of the “Learning Object” economy in recent years requires a more strategic and systems‐based approach. While all reusable learning materials have a value, both financial and educational, multimedia in particular is expensive to produce. Systematic production (based on ISO 14915 standards (2002a, 2002b, 2003) and evaluation of fitness for purpose, are paramount. Human‐centred design (HCD) methodologies, based on the ISO 13407 standard (1999), are now well‐established for ensuring that investments in technology result in benefits, and in particular lay heavy emphasis on the frequent use of evaluation. This paper reviews literature in educational multimedia production, interaction design, HCD, and pedagogy, and summarises ongoing attempts to standardise a definition of reusable learning objects (RLOs), with multimedia learning objects (MLOs) as a specific example. We conclude that evaluation must be central to the production and deployment of MLOs. We report on experiences applying an existing framework for effective production of multimedia learning resources, and propose revisions to this framework to add effective evaluation mechanisms.

This study aims to examine if a pedagogical agent’s expressed anger, when framed as a feedback cue, can enhance mental effort and learning performance in a multimedia learning environment than expressed happiness.

A between-subjects experiment was conducted in which learners engaged with a multimedia learning material that taught programming algorithms, featuring a pedagogical agent who expressed anger or happiness as a feedback cue in response to the learners’ prior performance. Learners completed a self-reported scale and post-test for measuring mental effort and learning performance, respectively.

Female learners reported higher mental effort and had better learning performance when the pedagogical agent expressed anger than happiness. Male learners reported marginally lower mental effort when the pedagogical agent expressed anger than happiness.

This study focuses on a pedagogical agent’s expressed emotion as social information to learners. Extending from research advocating a pedagogical agent’s positive emotional expression, this study highlights the potential benefits of a pedagogical agent’s negative emotional expression, such as anger, as a cue for learners to enhance learning effort and performance in a multimedia learning environment.

As one of a number of new learning technologies, multimedia is increasingly being used in traditional training and development events and also in open and flexible learning modules. With a move towards more flexible working practices, it is necessary to provide a more flexible approach to learning, training and development, particularly with regard to timing, location and the needs of the learner. Multimedia provides that flexibility. Gives educators, and training and development specialists some understanding of what multimedia is by providing a number of definitions and considering the benefits of using multimedia materials. Outlines developing and producing multimedia materials, together with some of the complex legal issues involved in production.

The chapters in this book focus on using different types of multimodal, multimedia, and transmedia technologies to create technology-rich learning environments that have the potential to enable higher levels of academic motivation, participation, and engagement. Developments in relatively low cost and abundant digital technologies, coupled with the improvements in contemporary learning theories and pedagogical practices, are quickly enhancing and transforming the way we teach and learn in the 21st century and changing our understanding of what it means to teach and learn in a highly web-based multimedia world. At the individual, group, and institutional levels, these technologies are being used in a variety of ways for a variety of purposes. In teaching and learning, they offer promising and innovative ways to create more interesting and enjoyable academic environments and offer more meaningful and authentic ways to better engage the senses of learners. Mayer (1997) states that multimedia-based teaching and learning offers many benefits to educators (e.g., a variety of instructional options, more effective learning, and more efficient use of instructor time especially for very large classes). This is based on the core multimedia principle posited by Mayer (2005): people tend to learn more deeply with both words and images than from words alone.

Due to the lack of standard and research-based frameworks in evaluating the content designed in electronic courses, there appears a need to examine some existing theoretical models like the cognitive theory of multimedia learning (CTML) developed by Richard Mayer on real occasions. To confirm the effectiveness of the seven principles of the model driven from this theory in different educational settings, especially amid the COVID-19 pandemic, the present study was conducted in the contexts of two universities in Iran for comparison purposes.

The present research is a descriptive one for which a survey method was considered to collect data. A measurement instrument was developed based on the seven principles mentioned in the last edition of the book written by Clark and Mayer (2016) as well as an extensive review of the related literature. The data gathered from 524 online questionnaires returned by students of a public university Shahid Beheshti University (SBU) and a private one Ruzbahan University (RU) were then analyzed through partial least squares using SmartPLS 3.0.

The results of confirmatory factor analysis showed that convergent and discriminant validities, as well as model fit indices, had the reliability of the theoretical model at the 99% confidence level. Based on the path coefficients found for testing hypotheses, modality and coherence principles were the first and last priorities, respectively. Moreover, the comparative study showed that t-statistics values for multimedia, contiguity, modality, redundancy and personalization but not for coherence, and segmenting and pretraining principles are significantly different between the two universities.

This study can be considered a pioneering research in Iran so as to increase the quality of multimedia design, instruction and learning at university levels in future research while emphasizing the importance of Mayer’s principles in the design of electronic content.

The ability to project oneself into a future landscape is a critical aspect for studying and practicing the science of foresight and foresight-based learning systems. The purpose of this paper is to discuss how we can construct immersive spatial narratives through multimedia-enhanced learning approaches, to increase deeper learner immersion and levels of creativity to transport the learner into a simulated 2030 landscape by reducing the distance between the projected reality and the Self.

The author designed a foresight-based course on the Future of Mobile Learning underpinned by a new learning system that embraced the concept of immersive spatial narratives, combining physical, virtual and cognitive learning spaces, which enable students to explore complex, undiscovered or unstructured knowledge. Practicing was carried out on 35 students who had completed the course during the preceding three years through a questionnaire and interviews to establish increased levels of creativity in a simulated future landscape.

The paper established that the addition of multimedia learning environments and tools to foresight-based learning creates immersive spatial narratives that increase creativity and learner ability to project him/herself into a simulated future landscape. In all, 75 per cent of the respondents stated that having to think about the future and place themselves in a practicing landscape increased their creative skills.

A new, foresight-based learning system driven by the concept of immersive spatial narratives, enhanced with student-created multimedia learning tools. The system demonstrated how this approach helps to increase learner creativity and the ability to transition from their Present Self to their Future Self.