Theoretical foundations of multimedia glosses: Multiple Intelligences Theory, Dual Coding Theory, and Generative Theory of Multimedia Learning¶

Theory · All theories
Evidence · 4 claims (4 for) · 7 studies (4 causal, 2 review, 1 quant-synthesis), q2–q4 · 3 of 7 report an effect size · 2 claims rest on one study

Description¶

The article grounds multimedia glosses in three frameworks. Gardner's MIT differentiates intelligence into modalities, so glosses with text, pictures, sound, video and hyperlinks help learners with different intelligences. Paivio's DCT holds that "if the meaning of a word is visually illustrated, this word will become more memorable". Mayer's GTML proposes better learning from multimedia than single-medium presentations, with simultaneous verbal and visual processing.

Design Implications¶

Context¶

Requirements¶

• Information must be available in two modes of presentation for the dual-coding memorability benefit

Constraints¶

Target Learners¶

• EFL learners reading computerized texts

Target Learning Objectives¶

• Vocabulary acquisition and retention from reading

Claims¶

• Multimedia Glosses Improve Efl Vocabulary Acquisition [+M]
• Combining textual and pictorial glosses improves incidental vocabulary learning more than single-mode glosses [+W]
• Multimedia Principle Improves Learning [+M]
• Adding relevant pictures or graphics to text improves learning from it, with a small pooled effect on reading comprehension, though whether dual coding explains the benefit is disputed [+M]

Related Theories¶

Examples¶

• Multimedia pop-up gloss combining synonym, definition, picture, audio, video, and hyperlink
• Guidelines for designing and deploying multimedia glosses in reading texts
• Multisensory Encoding

Key Sources¶

• Samah Zakareya Ahmad. (2019). Multimedia Glosses for Enhancing EFL Students' Vocabulary Acquisition and Retention. English Language Teaching, 12(12). https://doi.org/10.5539/elt.v12n12p46