narration, sound effects, and background music
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Narration, Sound Effects, and Background Music. To Add or Not to Add? That is the Question Michelle Meyer Ngai. Two Competing Theories. Arousal Theory Entertaining auditory adjuncts will peak learner’s interest, resulting in improved performance. Coherence Theory - PowerPoint PPT PresentationTRANSCRIPT
Narration, Sound Effects, and
Background MusicTo Add or Not to Add?That is the Question
Michelle Meyer Ngai
Two Competing Theories
Arousal Theory Entertaining auditory adjuncts will peak learner’s
interest, resulting in improved performance.
Coherence Theory Unnecessary auditory material will reduce
effective working memory capacity and thereby interfere with the learning of the core material.
Which theory is correct? Both, to a certain extent. They’re not totally
mutually exclusive. Narration, sound effects, and music can be
effective if incorporated correctly. Majority of research indicates overuse of
auditory stimuli or use of irrelevant sounds will be detrimental to instructional goals.
When are auditory stimuli beneficial and how much is too much?
Narration
Sound Effects
Background Music
Narration Modality Effect
Learners who receive textual and pictorial materials audiovisually acquire more knowledge than learners who receive the same material only visually.
Dual-channel model of working memory Audiovisual (visual images and narration)
both channels are employed, increased retention Visual only (visual images and on-screen text)
only visual channel is employed, decreased retention
More About Narration: Reduces visual clutter. Directs viewer attention to the image, rather
than having to alternate between image and text.
If text and narration used together, they must be exactly the same. Discrepancies can result in distraction and cause
interference in learning.
Sound Effects Research results mixed. Two very similar studies by Moreno and Mayer
(2000): Lightning Process
NSD between group with narration only and that with narration and environmental sounds. (Sounds neither helped nor hindered.)
Car’s brake system Significant difference: group with narration only scored
significantly higher than group with narration together with mechanical sounds. (Sounds detrimental.)
Background Music Very tempting to add, isn’t it?! Some positive effects in the classroom:
Calming influence on hyperactive children Improved reading comprehension scores Increased speed in solving math problems Increased altruistic behavior in students
Majority of research in multimedia instruction shows detrimental effects on task performance.
Why is Background Music Detrimental? Usually irrelevant to instructional goal. Added in addition to narration and/or sound effects, resulting
in auditory overload. “The results of this auditory overload are that fewer of the
relevant words and sounds may enter the learner’s cognitive system and fewer cognitive resources can be allocated to building connections among words, images, and sounds.” (Moreno & Mayer, 2000)
“Learners cannot ignore the music information despite the fact that it is irrelevant for the instructional goal.” (Brunken, et al, 2004)
Conclusion Research supports the coherence theory of
multimedia learning which “…predicts that students will learn more deeply from multimedia presentations that do not contain interesting but extraneous sounds and music than from multimedia presentations that do.” (Clark & Mayer, 2008)
Implications for Us as Educators and/or Instructional Designers
We must use only those auditory adjuncts that will have a direct, positive effect on our instructional goals.
We must also pass on these best practices to our students.
References Brunken, R., Plass, J.L., & Leutner, D. (2004). Assessment of cognitive load in
multimedia learning with dual task methodology: Auditory load and modality effects. Instructional Science, 32, 115-132.
Clark, R.C. & Mayer, R.E. (2008). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning.San Francisco, California: Pfeiffer.
Hallam, S., Price, J., & Katsarou, G. (2002). The effects of background music on primary school pupils’ task performance. Educational Studies, 28(2), 111-122.
Kerr, B. (1999). Effective use of audio media in multimedia presentations. Proceedings of the Mid-South Instructional Technology Conference, Murfreesboro, TN, March 28-30, 1999.
Moreno, R., & Mayer, R.E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92, 117-125.