Learning with Multimedia - More Promise Than Practice?

In the year 2000, the web-based education commission of the US government published a report on the power of the internet for learning (Kerrey & Isakson, 2000). The subtitle of this report is ‘Moving from promise to practice’. The report contains a strong call for action, i.e., the strong need for governmental engagement in order to support internet education. In this contribution, research findings are summarized in order to give a review concerning the question whether the promises of multimedia learning have been fulfilled. Furthermore, a model is proposed for developing multimedia systems for learning in a systematic way. As a first step, the promises of multimedia learning are addressed: active and self-determined learning, independent of space and time comprehensive, entertaining and structured presentation of learning stuff dynamic visualizations and interactive simulations. On the other hand, current reviews, meta-analyses and summaries show that the promises of multimedia learning are not generally fulfilled. Rather, a large number of moderators has to be taken into account, e.g., instructor, learner-related variables, research design, duration of intervention, and type of information presentation. The most important and generally found effect of multimedia learning is improved attitude of the students. Based on empirical evidence and practical experience, the conclusion can be justified, that multimedia learning is a good support or complement, but not a substitute of conventional learning. Learning with multimedia is different, but not necessarily better than other learning.