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ABSTRACT
The purpose of this study was to examine how online synchronous teaching using Zoom might be enhanced by incorporating multimedia principles from the cognitive theory of multimedia learning (CTML). A live lecture teaching experiment was conducted where students were randomly assigned to attend a standard lesson on Zoom (control condition) or the same lesson but with the multimedia principles (signaling, embodiment, and generative activity principles) applied throughout lesson (treatment condition). Results revealed a direct effect of teaching with CTML principles on students’ learning, but there was no evidence for an indirect effect through working memory overload. Additionally, students had more affect toward the (same) instructor who taught with added CTML principles. Pedagogical implications and advice are offered for instructors who teach using Zoom.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Supplementary material
Supplemental data for this article can be accessed online at https://doi.org/10.1080/01463373.2023.2203829
Additional information
Notes on contributors
Kevin C. Knoster
Kevin C. Knoster (Ph.D., West Virginia University, 2021) works in industry conducting data analysis.
Alan K. Goodboy
Alan K. Goodboy (Ph.D., West Virginia University, 2007) is a Professor and McConnell Research Chair of Communication Studies at West Virginia University. Correspondence concerning this article should be addressed to Alan K. Goodboy, Department of Communication Studies, West Virginia University, P.O. Box 6293, Morgantown, WV 26506-6293, United States. Email: [email protected]