Research on the Application of Multimedia in the Teaching of Electrical Machinery
Article Sidebar
Main Article Content
Abstract
This study aims to explore the specific application modes, practical effects, and existing challenges of multimedia technology in the teaching of Electrical Machinery, a core course in engineering disciplines. Guided by the Dual Coding Theory and Cognitive Load Theory, an analytical framework was constructed, and a sequential explanatory mixed-methods research design was adopted. A controlled experiment was conducted with two classes (n=92) of electrical engineering majors from a university, and both quantitative and qualitative data were collected through questionnaires, in-depth interviews, and classroom observations. The key findings are as follows: (1) The systematic application of multimedia resources such as 3D animations and simulation software significantly improved students' performance in understanding complex electromagnetic concepts and cognizing spatial structures (p < .01); (2) Multimedia effectively stimulated students' learning interest by creating contextualized scenarios, but improper design could increase extraneous cognitive load; (3) The in-depth integration of multimedia with traditional blackboard writing and physical models is the key to achieving effective teaching outcomes. Based on these findings, a "complementary integration" teaching framework was established, which provides theoretical references and practical pathways for optimizing the instructional design of engineering professional courses.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Li, Y., Wu, Y., & Liu, X. (2016). The teaching reform and exploration of national quality resource sharing course of electrical machinery. In Proceedings of the International Conference on Electrical Machines and Systems. Yang, G., Xiao, Y., & Wang, Y. (2018). Electrical machine course teaching reform in the background of new engineering construction. In Proceedings of the 2018 XIII Technologies Applied to Electronics Teaching Conference (TAEE) (pp. 1–5). https://doi.org/10.1109/taee.2018.8476018
Tayirova, M. A. (2023). Teaching methods using multimedia technologies in the modern education system. Current Research Journal of Philological Sciences, 4(3), 10–16. https://doi.org/10.37547/philological-crjps-04-03-02
More Valencia, R. A., Nizama Reyes, M. E., Lizana Puelles, E. Y., & Sandoval Valdiviezo, J. M. (2023). Effectiveness associated with learning with video and multimedia content in engineering students’ classroom sessions. Journal of Higher Education Theory and Practice, 23(19). https://doi.org/10.33423/jhetp.v23i19.6738
Sankaranarayanan, R., Yang, M., & Kwon, K. (2024). Exploring the role of a microlearning instructional approach in an introductory database programming course: An exploratory case study. Journal of Computing in Higher Education. Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review. Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12(1), 1–10. https://doi.org/10.1016/S0959-4752(01)00014-7
Mayer, R. E. (2024). The past, present, and future of the cognitive theory of multimedia learning. Educational Psychology Review. Peng, J. (2020). On the application of computer multimedia in teaching. In Proceedings of the 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020). https://doi.org/10.2991/assehr.k.200826.113
Rosana, D. S., & Handayaningrum, W. (2024). The role of teachers in application of learning theory constructivism in schools. Journal of Elementary School Education, 254–258. https://doi.org/10.62966/joese.v2i2.492
Scheiter, K., Schüler, A., & Eitel, A. (2017). Learning from multimedia: Cognitive processes and instructional support. In The psychology of digital learning (pp. 1–19). Springer International Publishing. https://doi.org/10.1007/978-3-319-49077-9_1
Ying, W. (2009). Comparison of modern and traditional instructional media. Journal of Beijing Polytechnic College. Antonietti, A., Imperio, E., & Rasi, C. (2022). The use of eye-tracking in multimedia learning research: A systematic review. Journal of Computer Assisted Learning, 38(5), 1329–1345. Bates, K. L., McKay, H., & Sharpe, H. (2021). The long-term influence of immersive multimedia on motivation and transfer of learning: A scoping review. Educational Technology Research and Development, 69(2), 1029–1056. Brünken, R., Münzer, S., & Seufert, T. (2020). Cognitive load and instructionally supported learning: The role of audiovisual entrainment. Educational Psychology Review, 32(4), 1029–1054. Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). Sage Publications. Hattie, J., & Zierer, K. (2019). Visible learning insights. Routledge. Kalyuga, S. (2021). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 33(4), 1493–1517. Leppink, J., Hanham, J., & Kirschner, P. A. (2020). The measurement of cognitive load. In J. Leppink (Ed.), Cognitive load theory: A practical guide for teachers and teacher educators (pp. 39–52). Routledge. Li, J., Antonenko, P. D., & Wang, J. (2023). Trends and issues in multimedia learning research in STEM education: A 10-year review. Computers & Education, 188, 104585. Liu, T.-C., Lin, Y.-C., & Hsu, C.-Y. (2022). Using eye-tracking and retrospective interviews to study the cognitive processes of learning with scientific animations. Journal of Research in Science Teaching, 59(3), 345–375. Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press. Mayer, R. E. (2021). Evidence-based principles for how to design effective instructional videos. Journal of Applied Research in Memory and Cognition, 10(2), 229–240. Pellas, N., Dengel, A., & Christopoulos, A. (2021). A scoping review of immersive virtual reality in STEM education. IEEE Transactions on Learning Technologies, 15(1), 105–123. Plass, J. L., & Kaplan, U. (2016). Emotional design in digital media for learning. In S. Y. Tettegah & M. Gartmeier (Eds.), Emotions, technology, and learning (pp. 131–161). Academic Press. Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrović, V. M., & Jovanović, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers & Education, 95, 309–327. Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. Renkl, A., & Scheiter, K. (2017). Studying visual displays: How to instructionally support learning. Educational Psychology Review, 29(3), 599–621. Schneider, S., Häßler, A., Habermeyer, T., & Beege, M. (2022). The moderating role of prior knowledge in the effects of emotional design on multimedia learning. Journal of Educational Psychology, 114(4), 675–689. Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261–292. Wang, J., Antonenko, P., & Li, J. (2023). A meta-analysis of the effectiveness of multimedia in STEM education in China. Educational Technology & Society, 26(1), 125–140. Zhang, L., Li, X., & Chen, S. (2024). Research trends and challenges of AI in education: A review of Chinese and international literature (2020–2023). Computers & Education: Artificial Intelligence, 6, 100215. Jia, N., Zhang, L., & Li, X. (2024). Application and reflection of cognitive load theory in Chinese higher education: A systematic review. Open Education Research, 30(1), 45–56.