Kylie's Education Blog

Category: EDCI337

Group Multimedia App Review

June 26, 2020 /

Quizizz will be the subject of our group app evaluation. As a group, we decided on Quizizz after reviewing Leona’s app evaluation and posted our reasoning in our blogs.

 

Quizizz is a multimedia application that allows for the creation of an interactive quiz. The app provides a multitude of options for the composition and formatting of the quiz-games. Quizizz allows for real-time group participation or individually completed “homework” assignments. Additionally, Quizizz is a valuable database to collaborate with fellow teaching professionals. Quizizz is free and can be accessed on a web browser or downloaded as a mobile app.

Justification for the use of Quizizz in the classroom

Gamification is an educational tool being implemented by many teachers in their classrooms and beyond. A wealth of data exists to support the use of gamification as a pedagogical tool, and its benefits are well documented (Management Association Informational Resources, 2018). However, one cannot simply “throw it into the mix” a teacher must be able to implement multimedia learning principles as are outlined in the Cambridge Handbook of Multimedia Learning (Mayer 2014). Furthermore, lessons involving gamification have to be carefully tailored to meet the needs of all learners in the learning environment (Oliveira, Bittencourt 2019).

One form gamification can appear as is quiz-games, and they are currently being used in a variety of learning environments (Meirose, Klatt 2017). Quizizz is a great way to implement gamification in the form of quiz games, and peer-reviewed data exists to support this (Jalani, Hasim 2020). Quiz -games were listed as a top trend in EdTech by the ISTE at their AGM, and Quizizz was named as a prime tool to administer the use of quiz-games in the classroom (Trust 2017).

Currently, the world is facing an unprecedented crisis in the form of the COVID-19 Pandemic. Education is one of the hardest-hit sectors of society as teachers and learners have had to hastily make the switch to mostly-online instruction (Poth 2020). Until now, many teachers have resisted using digital tools in their classrooms, but that has become impossible, so teachers must collaborate to create practical lessons and build interactive, experiential, and meaningful learning environments (Poth 2019). Therefore, now more than ever, gamification is a vital part of education and quiz-games such as Quizizz are a valuable way to implement this (Trust 2018).

How to Use Quizizz Effectively

Quizizz Through the Eyes of a Teacher

I used Quizizz for the first time today and I thoroughly enjoyed every part of it. I started off by creating an account which was very quick and easy. Once I got to the home page I started creating my own quiz. I created a six-question quiz on the geography of Canada. The first thing I noticed was that there are a lot of options for the style of question. There was the option to create my own multiple choice, checkbox, fill in the blank, poll, or open-ended question. There was also the option to get a question from another person that has created a quiz on the same topic using the teleport feature. I can also edit any questions that I teleport if I would like to add different answers or alter the question. Once I started creating my own questions I noticed that I can change the type of question I would like to have partway through, as well as change the amount of time that students have to answer each question.


There is also an option to add a math equation, an image, or audio to each question. I can also add a quiz image and a grade range to help keep my quizzes more organized. The quiz can be made public or private and there is an option to change the language in which the quiz is created. One feature that I found interesting was that there are different game modes. The quiz can be taken through the teams, classic, or test option. In order for the test option to be used the students have to have their own account which can be done individually or as part of a classroom on your account. The teacher can also assign the quiz as homework if they have utilized the classroom option, as well as get reports on results once the quiz has been taken. Another part of this application that I enjoyed was the abundance of options for the teacher to select from such as if the students can pick their own name, if the answers get revealed after the game, is a leaderboard shown, is a timer shown, if they would like to create a meme deck to utilize after each question, and many more. There is also the option for the teacher to try out the game themselves, as well as copy a shareable link for others to try on their own. Overall, the application was very easy and efficient to use and I can definitely see myself using and recommending this to other educators in my future practice.

Quizziz: A Learner’s Perspective

 

EdTech Rubrics (completed specifically for Quizizz)

1.

2.

MetaQuizz

References

(see our annotated version here)

Information Resources Management Association (Ed.). (2018). Gamification in education: Breakthroughs in research and practice. IGI Global. http://doi:10.4018/978-1-5225-5198-0

Jalani, N. A. B. M., Hashim, H. B. (2020). Quizizz: ESL students’ perceptions in rural school. International Journal of Scientific and Research Publications, 10(3), 23-27. DOI: http://dx.doi.org/10.29322/IJSRP.10.03.2020.p9904

Mayer, R. (2014). Introduction to Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 1-24). Cambridge: Cambridge University Press. DOI:10.1017/CBO9781139547369.002

Meirose, J., Klatt, C. (2017). Jeopardy games: A comparison of three free resources. Journal of Electronic Resources in Medical Libraries, 14(2), 51-55. DOI: 10.1080/15424065.2017.1314204

Oliveira, W., Bittencourt, I.I. (2019). Tailored gamification to educational technologies. Springer.

Poth, R. D. (2019). Connecting technology and pedagogy. Journal of Digital Learning in Teacher Education, 35(3), 124-125. DOI: 10.1080/21532974.2019.1622916

Poth, R. D. (2020). Embracing the unexpected: K-12 education and online teaching in the time of coronavirus. Journal of Digital Learning in Teacher Education, 36(3), 146-147. DOI: 10.1080/21532974.2020.1774039.

Trust, T. (2017). The top five trends in edtech according to ISTE 2017. Journal of Digital Learning in Teacher Education, 33(4), 126-127. DOI: 10.1080/21532974.2017.1350082

Trust, T. (2018). 2017 ISTE standards for educators: From teaching with technology to using technology to empower learners. Journal of Digital Learning in Teacher Education, 34(1), 1-3. DOI: 10.1080/21532974.2017.139898

Multimedia Learning Principle Chapter Remix

June 23, 2020 /

Our learning pod will review chapter 10 from Richard Mayer’s “The Cambridge Handbook of Multimedia Learning,” titled The Redundancy Principle in Multimedia Learning, written by Slava Kalyuga and John Sweller. Our review will be presented under the following headings: What is the Redundancy Principle, Evidence Obtained Outside of Cognitive load Theory, Picture/Text Redundancy, Redundancy of Actual Equipment, Written/Spoken Text Redundancy, Second Language Learning, The Relation of the Redundancy Principle to other Cognitive Load Principles, and Instructional Implications of the Redundancy Principle. Through our analysis of the topics, we aim to provide an outline of why the redundancy principle is vital to the implementation of multimedia learning in teaching environments.

What is the Redundancy Principle? 

Evidence Obtained Outside of Cognitive Load Theory

Picture/Text Redundancy

Chandler and Sweller (1991) were the first to discover the effect of picture/text redundancy during their research on the split-attention effect (SAE). The SAE “occurs when multiple sources of information that must be integrated to be intelligible are presented separately” (p. 251). In their findings, when the learner’s attention is ‘split’ between different modalities, such as pictures and text, their learning is reduced as their cognitive load increases. Although, in some cases, such as geometry, where images and text must be together to be intelligible, many examples of pictures and text in subsequent order are redundant. Chandler and Sweller (1991) described that the text almost always repeats the same information but in a different mode. This finding of picture/text redundancy is unintuitive because it is expected that everyone learns better with integrated diagrams and text, but in reality, as found through Chandler and Sweller (1991), separate diagrams and text, known as the split-attention, is superior to integrated material.

Redundancy of Actual Equipment

When people first learn to do something, they often believe that they are better off learning how to do it for themselves than if they were to read a manual. Chandler and Sweller (1996) hypothesized that using a computer and a computer manual to learn procedures could prove to be redundant, instead of just using the manual. Through their experiment, people who had learned with both the computer and the manual available were more likely to have an increased learning time and to perform poorly on subsequent practical tests using the computer program than those who only used the manual. By having both the manual and the computer, the cognitive load of the subjects may have been too high, therefore hindering their learning. A solution proposed for this was to have the instructions on the screen of the computer instead of using both the manual and the computer. Overall, they deduced that merely reading the manual with instructions and pictures alone was a more efficient way to learn how to use the computer program.

Written/Spoken Text Redundancy

When you examine multimedia materials, they are often composed of narrated text and written text, i.e. PowerPoint presentations. As established in the redundancy principle, an overlap of two modalities, such as written and spoken text, can inhibit learning because there is an increase of unnecessary and redundant information. Kalygua, Chandler and Sweller (1999) discovered that having identical written and spoken text interfered with learning and also that spoken text alone is more beneficial to learning than written and spoken text. Adding on, in an experiment done by Moreno and Mayer (2002a) found written text in a spoken/written scenario was disruptive to learning and redundant when based on spoken text only. Still, the opposite was not found redundant when compared to written text alone. In conclusion, the various experiment’s results indicate that presenting written and spoken text simultaneously is inefficient, harmful to learning, and redundant.

Second Language Learning 

Frequently while learning a new language, learners are given multiple modalities to learn with, including audio and visual. By practicing both simultaneously with foreign language learners, the cognitive load may present as extraneous (Diao, Chandler, and Sweller, 2007). When the cognitive load of learning a new language is too high due to using both audio and visual strategies, then the level of understanding the main ideas will be lower than a reading-only group. When a student has prior experience with listening to the new language, it has been shown that the student will still learn more efficiently by reading alone as opposed to reading and listening simultaneously (Ayres and Sweller, 2012). Overall, by using both written and spoken text simultaneously, the redundancy principle will come into effect, and the student will not have as efficient of a learning experience as they would with a reading-only form of instruction.

The Relation of the Redundancy Principle to other Cognitive Load Principles

The redundancy principle, which “applies to a situation when two or more sources of information can be understood separately without the need for their mental integration” (p. 257), also relates to two other cognitive load principles – split-attention and expertise-reversal. The split attention principle works in contrast in that it should be applied when separate sources of information must be processed together to be understood. For instance, the description of the operation of an electrical circuit would require reference to both a diagram and corresponding explanation, joined closely in space and time, to be adequately understood – doing so reduces the additional working memory resources required when mentally integrating multiple sources of information.

The expertise-reversal principle states that instructional methods that prove effective in aiding novices may negatively impact learners as levels of expertise increase. Supplementary material presented in multiple forms, such as integrated diagrams with written explanations or worked examples, may be essential and advantageous for the understanding of novices but become unnecessary and redundant for more knowledgeable learners with a more extensive network of existing schemas. As such, the redundancy and expertise-reversal principles are closely interconnected – a strong understanding of the redundancy principle, as well as the current knowledge level of your learners, is required to determine whether your instructional design could be considered redundant and thus result in the expertise-reversal effect.

Instructional Implications of the Redundancy Principle

References

Chandler, P., & Sweller, J. (1996). Cognitive load while learning to use a computer program. Applied Cognitive Psychology

Diao, Y., Chandler, P., & Sweller, J. (2007). The Effect of Written Text on Comprehension of Spoken English as a Foreign Language. The American Journal of Psychology, 120(2), 237-261. Retrieved June 21, 2020, from www.jstor.org/stable/20445397

Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology

Mayer, R. (2014). The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 1-24). Cambridge: Cambridge University Press. DOI:10.1017/CBO9781139547369.002

Moreno, R., & Mayer, R. (2002a). Learning science in virtual reality multimedia environments: Role of methods and media. Journal of Educational Psychology

Sweller, J. (2005). The Redundancy Principle in Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 159-168). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511816819.011

Group App Review Decision

June 20, 2020 /

Out of the four apps that members of our learning pod researched – Quizizz, Reading Eggs, Sushi Monster and Epic! Books – we have decided to conduct our final evaluation on Quizizz.

We reached this decision by discussing the different advantages and disadvantages of each app in terms of functionality, technicality and pedagogical design, as well as the extent of which Mayer’s multimedia learning principles were able to be followed and applied.

Essentially, Quizizz is a free interactive multimedia application used to create short review games in varying forms such as multiple-choice, checkboxes, fill in the blanks, polls, or open-ended questions. Easily customizable with a high level of teacher and student control, Quizizz gamifies formative assessment using unique features such as class leaderboards and feedback ‘memes’ in a way that is accessible to a wide range of learners. As such, Quizizz works to fulfill a large number of Mayer’s multimedia guidelines, including the feedback, signalling, and segmenting principles.

In particular, a powerful feature that led us to favour Quizizz above the rest of the apps was its ability to indirectly facilitate content creation (beyond teacher curation) through student-submitted questions or by building individual review games. While still practical applications, Reading Eggs, Sushi Monster and Epic! Books remain tools that only support the consumption of pre-designed information and activities and do not offer any additional opportunities to facilitate higher-order thinking skills.

In our group, we plan to dive further into the different ways to integrate Quizizz into classroom learning. Moreover, by evaluating Quizizz from a student perspective, we hope to highlight the many benefits of gamification and collaborative group review, which Quizizz’s platform provides.

Overall, we are looking forward to learning more about this interactive and multimedia learning application and how to implement it effectively into our classroom practice!

EDCI 337- Sushi Monster

June 17, 2020 /

Welcome back!

The application that I have chosen to individually evaluate is called Sushi Monster.

Sushi Monster is a math application that focuses on addition and multiplication using a series of levels. This application has the visual of a monster in the middle with a number tag on him and a conveyor belt with various numbers around him. The student is to tap on the various pieces of sushi to add or multiply to the number shown on the monster (and in the top left corner). There is a scoreboard in the top right corner for students to see how they are doing throughout the game, as well as a number sequence section in the top middle so that students can see what numbers they have chosen in a sequence. Under the scoreboard, there is also a stopwatch that shows students how long they have taken to complete the level (there is the option to remove the stopwatch in the settings menu).

Evaluate the application with respect to relative multimedia learning principles.

This application aligns with quite a few of the multimedia learning principles (Mayer, 2014). Some of the principles that it aligns with are the multimedia principle, split-attention principle, redundancy principle, signalling principle, and the learner control principle. Overall, the application appears to use a sufficient amount of the multimedia learning principles in a way that allows for students to be engaged in the material, but not overwhelmed by how much is going on.

Include your personal experiences and impressions while using the application from an instructors’ perspective.

While going through this application there are a variety of things included that I did like and some other things that I would have liked added.

When I first opened the application and hit play it takes me to a screen where I can either choose addition or multiplication. From here I can select level one and start playing. The act of getting to the actual gameplay was quite simple for me which I liked. Once you pass level 1 you can progress to level 2 and so on. I liked the feature of having the option of a timer for those students who will want to challenge themselves or for those who just want to practice in an untimed environment. I also liked how they had the animation of the monster eating the sushi and of the little character putting them onto the conveyor belt. There is also the option of having music and audio for any students that may want it.

A couple of things I would like added are an option for subtraction and division, more levels, and possibly audio of each number being said one it is tapped on.

An option that I thought about is for students who want to time themselves they could have a page where they could write the date, level, score, and time so they can see how much they improve throughout the year.

Overall, the app is very simple and straightforward to use and I could envision teachers using this for any students who are struggling with or would like to improve their addition and multiplication.

Evaluate the application using one or more multimedia and interactive learning tool evaluation rubrics.

I used the UWO rubric for my assessment of Sushi Monster. Overall, this application fits into the “works well section” of the rubric. A couple of areas for minor concern however are its lack of presence as a free desktop application and the lack of collaboration options for the application.

References:

Anstey, L., & Watson, G. (2018, September 18). A Rubric for Evaluating E-Learning Tools in Higher Education. Educause Review. https://er.educause.edu/articles/2018/9/a-rubric-for-evaluating-e-learning-tools-in-higher-education

Houghton Mifflin Harcourt. (2016). Sushi Monster. [Mobile application software].

Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369

 

EDCI 337- Blog #2

June 14, 2020 /

Hello again!

Today in my blog post I will talk about the Cognitive Theory of Multimedia Learning and the platform H5P.

First, the cognitive theory of multimedia learning talks about how to combine both the science of learning and the science of instruction. Multimedia learning includes not only listening to someone speak but also looking at images. The picture that I have included above first gave me the impression of the lightbulb being the brain and it absorbing information through visual cues (reading the book), auditory cues (listening through the phone), and both (watching and listening to a video on the computer). The article talks about how we as people cannot process information effectively without allowing both our eyes and ears to work together to remember valuable information. This also goes hand in hand with trying to not exceed the learner’s intrinsic cognitive capacity. Teachers need to ensure that they allow students to have various opportunities to process information (visual and auditory for example), but that they are not overloading students with having to read, listen, and watch all at the same time. Our brain can only remember a certain amount of information and this leads to students only remembering certain information. To enable students to remember the information that they need to know teachers need to limit the extraneous cognitive load in their lessons. Teachers also need to have lesson plans that allow students to pull information from prior experiences and relate it to their current life in order for a child to best understand the information. Overall, while using multimedia a teacher needs to keep the student’s ability to absorb information in mind and create lesson plans that enable the students to focus on the primary information and associate it with prior knowledge and how it all connects to their life.

Lastly, I will talk about H5P. H5P is a program for teachers to use in order to create interactive and collaborative content. Some examples of what can be created using this platform are presentations, quizzes, timelines, etc. One thing that I really like about H5P is that it is free to use. This helps teachers who may not have it in their budget to buy a subscription to a program similar to this. By enabling free access to this program it allows for a lot of different types of multimodal learning that helps engage students in the material through a game-like format. I can definitely see myself using a platform such as H5P in my classroom, especially after being shown how to use it through this class. I believe this platform could be used for children of all ages. I remember in my French 9 class we played lots of games using our smartboard which definitely helped me to learn the material while being engaged and having fun. I believe that H5P would have a similar effect on students of any age during any subject.

The video below contains some valuable information on what multimedia is and why it should be used in the classroom. The part of the video that I really enjoyed is where there are some examples of ways to use multimedia with students in the classroom (approximately at 2:50). One that I found really related to H5P is when the example of collaborative presentations being used.

Overall, by using multimedia in the classroom students are more likely to remain engaged in the topics and to learn more about the topic, as well as learn valuable life skills such as collaboration and teamwork.

Citations:

“Cognitive Theory of Multimedia Learning.” Cognitive Theory of Multimedia Learning- ETEC 510, http://etec.ctlt.ubc.ca/510wiki/Cognitive_Theory_of_Multimedia_Learning.

Dana Fredwell. [Dana Fredwell]. (2012, June 29). Multimedia in Education. [Video]. YouTube. https://www.youtube.com/watch?v=LbEiBNQMg9U.

H5P, h5p.org/.

Attributions:

“Technology” by Backdoor Survival under CC BY-NC 2.0.

Response to Timm Malm’s Multimedia Blog Post

June 9, 2020 /

Hi Timm!

I really enjoyed reading your blog post this week!

First, I definitely share your desire to learn how to develop skills that will enable me to solve any problems that may arise while using digital technology in the classroom.

Another comment from your blog post that I liked is how you touched on the three views of multimedia learning (delivery, presentation, and sensory). I forgot to put this in my blog post and am glad that you did as it reminded me of how much the game Pandemic 2 really immersed Rich’s son in multimodal learning.

Next, you discussed how playing Madden helped you to learn how to play and understand football better than if you had not played it at all. I had a similar experience as a child playing games such as NHL on our Xbox. My playing this video game when I first started playing ice hockey really helped me to better understand the rules of the game and various strategies used while on the ice.

Lastly, when you talk about learning how to process an animal. This is something I have never done but can relate to the experience of needing to do something before I can fully understand it. I have the ability to read and comprehend material quite easily, but sometimes I never truly know if I understand it or not until I actually try doing it myself.

I look forward to reading your next blog post and working with you during our group projects!

Response to Josh Hotchin’s Multimedia Blog Post

June 9, 2020 /

Hi Josh!

I really enjoyed reading your blog post from this week and look forward to making a couple of comments on it.

First, I share your anxiety with learning these various new topics that we will be looking at during the optional labs. Never having learned many of these in my life definitely makes me nervous to start trying them, but ultimately I am excited to learn how they work and how I can use them in my future classroom.

I never took EOS 120, but it sounded like a very interesting class to take. I can relate to how they used videos to help you understand plate tectonics, as when I was in grade 12 my English teacher used videos and clips of plays to help us better understand our Shakespeare section. By using the videos it definitely helped me to better understand what was going on during the play that we studied, King Lear, as well as enhance my engagement with the material, as the videos were often quite well put together and intriguing to watch.

Lastly, I enjoyed the video that you linked at the bottom that explains the principles of multimodal learning. I found it very helpful and informative about this topic.

I look forward to working with you during our group assignments, as well as reading your next blog post!

Response to Leona Ngan’s Multimedia Blog Post

June 9, 2020 /

Hi Leona!

I thoroughly enjoyed reading through your blog post on multimedia and interactive learning. There were a couple of points that you made that I would like to touch on.

First, I have to applaud you for your research into the game Pandemic 2. I did not do too much research into this game and I am glad you did as it gives me a better understanding of how this game can be used to help children learn more about diseases and how they spread. Another point that you made about this game that I liked was about how Rich’s son learned more about his decisions and how they affected the game in a cognitive aspect. I never thought about how it also helps him to learn that his decisions have an effect on how the game will go, which in turn could lead to helping him understand that his decisions in life can also affect how events will happen.

Lastly, I really liked how you included a new resource called Breakout EDU. I had never heard of this game until you put it in your post. After looking into this website more I noticed that there are lots of games in a wide variety of subjects, one of which being elementary education which could prove to be very handy once I start teaching. This is a resource that I will definitely keep in my back pocket and hope to use and share amongst other educators as well.

I really look forward to reading your next blog post and working on our group projects with you!

EDCI 337- Blog #1

June 5, 2020 /

Welcome to my journey through EDCI 337: Interactive and Multimedia Learning. In this first blog, I will post some of my initial thoughts about this class and interactive/multimedia learning as a whole. First off, one thing that I hope to get out of this class is being more comfortable using this website and blogging format, as well as creating audio/video representations. By becoming more comfortable using audio/video, I hope to relieve some anxiety that I have when it comes to speaking and creating an audio message or putting myself in front of the camera and presenting that way. As Rich explained in his video on interactive/multimedia learning, using web-based games can greatly influence a child’s education. (McCue, 2020) By having a child play games online then they can learn without even knowing that they are learning. For instance, in the pandemic game, his child is trying to help the world during the spread of a virus. By doing this the child is learning about plenty of topics such as world geography, the importance of vaccinations, how a pandemic may spread, etc. The child is learning through this game without even realizing it and with a tiny amount of instruction from a parent/guardian a child could learn a lot more, such as basic hygiene to prevent the spread of diseases, how something similar to a pandemic may affect different areas (how population density can affect the rate of spread), how vaccines work to prevent the spread and many more topics.  A multimedia learning experience that has greatly benefited me is a YouTube channel called Khan Academy. This channel has allowed me to watch, listen to, and follow along with videos when I have been struggling with school content. By being able to replay these videos over and over again, it enables me to better understand the parts that I am struggling with, as well as be able to pause the video and work through the questions and ideas either on my own or with the instructor. A basic example of how a non-digital interactive learning experience has affected me would be using the strategy “think, pair, share”. This strategy has been used in many of my classes and has enabled me to have my ideas heard without having to say them out loud to the whole class if I did not want to, or it would save me the trouble of having to raise my hand for a long period of time to possibly not even be heard by anyone or get called upon by the teacher. Some final thoughts on today’s videos and readings are that using technology and multimedia to help students interact and understand is a crucial way to ensure that all students have a mode that they can learn in at any given time (through video, audio, partner work, etc.). This reminds me of the learner-centred approach discussed in the Introduction to Multimedia Learning PDF (Mayer, 2014). By using technology as an aid to student learning rather than using technology to overpower it, then students are more likely to comprehend what is being taught. Sometimes using the most cutting-edge technology is not going to help students at all and may confuse them more, but by using technology as an aid (videos, pictures, animations, etc.) then students are more likely to follow along with the topic rather than just be bored of only listening to someone speak or write the whole time, for example. Another thing that has greatly influenced my thinking is the idea of telling stories to help ensure that our students understand and remain engaged. (Juliani, 2016) I remember as a child anytime a teacher started telling a relevant and compelling story I was automatically drawn to that more than if they had just told me how something happened and not made it relevant to my life at the time. Overall, I look forward to learning how to use new types of media and how they can be incorporated into my teaching practice, as well as enhance my knowledge on some of the ones that I am already familiar with.

Attribution:

“Multimedia” by hugoespinozas under CC BY-NC-SA 2.0

References:

Juliani, A.J. (2016, March 21). The Hidden Importance of Teaching With Stories. Retrieved from http://ajjuliani.com/hidden-importance-teaching-stories/

Mayer, R. E., 1947. (2014). The Cambridge handbook of multimedia learning (Second ed.). New York, NY: Cambridge University Press. doi: 10.1017/CBO9781139547369

Rich McCue. [Rich McCue]. (2020, June 4). EDCI 337 Topic 1 – Introduction to Interactive & Multimedia Learning. [Video]. YouTube. https://www.youtube.com/watch?time_continue=7&v=V39sIKsRpUI&feature=emb_logo

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