Rich Media In K-12 Schools
J. Gregory D’Aguiar
Georgia State University
Rich Media in K -12 Schools
The function of the brain is to take and process information as quickly as possible. That is why the best learning practices involve combining several sources, visual being the most effective. The brain generates a quick connection when the use of visual content and rich media is applied. Thus, instructional designs are useful in the learning process and should be embraced by schools. These visible contents include the use of videos, infographics, and photos. It is believed that incorporating visuals into learning helps learners in retaining information and following given instructions better.
Human beings are visual learners. This proposition explains why it is easier to remember what is seen than what was read. Therefore the best learning program would combine reading with visuals for more significant results in the learning process. Using text with a video will be more effective than using text only. Globally there is an immense change in how learners are getting information. They are now immersed in the visuals and information that are on demand. People go to YouTube to get simplified visualized information rather than going to the library. That is why it is high time the education system incorporated the use of rich media in learning.
The use of media can be applied almost in every discipline to enhance learning. Since the conventional learning system is no longer effective in holding students’ interest in education, there needs to be a shift to modern visual learning and the use of social media (Zachos 2018). Social media supports the behavioral ways of modern youths. Therefore, it would be exciting for them to use it for learning. It is possible to use it in class and even in assignments. Media can include clips, short films, written articles, infographics, and blog posts. Other effective mediums are the use of songs and music videos. Research shows that learners absorb contents better when they are presented in a visual form. That explains why people would remember movies but not class lectures.
Some of the advantages of incorporating media into learning include good quality in their productions. Thus, they showcased complex information in an appealing form within a short time while helping develop quantitative reasoning. Besides, media use offers a cognitive and practical experience that provokes learners’ discussions, assessments, and values. The use of media also connects the learner with things that are ethical and relevant. This method helps the educator to effectively maintain their learners’ interest in understanding theories and concepts. Therefore, improving learners’ analytical skills. Lastly, media use enables the learners to relate with concepts and examples, and experience beyond their imagination.
Trends and In the Use of Technology In Learning
It is advisable to adopt learner-centered technologies in the education system to make learners interested. These also create suspense in learners’ perspectives, making them curious. Besides, while adopting technology in learning, the educator must consider the instructional goals, the learner’s existing knowledge, and the display, time, and resources available. Some of the trends that can be used are
Computer-Generated Animation
Animation offers intriguing possibilities as a training medium for modern learners. Its use can consequently improve the learning process when adequately designed. The purpose of using animation in academics is to assist in cognitive functioning. Here the use of animations helps students quickly understand complex matters. Also, the use of animated cartoons can increase learners’ understanding of complex concepts.
Similarly, animated games incorporated in learning enables the learner to acquire practical problem-solving skills (Shreesha & Tyiga 2018). Teachers can make fun and appealing animation that knowledge can be easily incorporated into. Educators can also use it to demonstrate issues concepts, how they want the learner to see it. For instance, in science, animation can easily explain solar systems and atoms. While in mathematics, animation can easily show how algebra can be easily solved. Animation can also be applied in other subjects such as music, foreign language, art, and English.
Furthermore, animation as a learning tool helps attract learners’ attention while engaging and motivating learners. Such animations portray features that are interactive, fun, and creative. Baglama et al. (2018) agree that animation creates a positive attitude in students and improves their learning achievement. It has been found that animation simplifies complicated formulas and helps them observe rare occurrences. Besides, the use of animation fascinates young people as they enjoy animated stories and creating their own. Thus, instilling the creative potential of the children.
Use of Videos in Learning
Video clips enable students to process and recall information efficiently. The visual nature of the videos attracts learners’ attention allowing them to process information naturally. They also benefit from breaking the boredom of studying books. Videos can also be used to learn other subjects, and complex topics such as procedures, science, and math are better understood with some video clips. Videos incorporate sounds, images, and words beneficial in facilitating learning (Moreno-Guerrero et al. 2020). Besides, the use of videos not only benefits the learners but the whole institution teachers included. The good thing about videos is that they can be shared all over the world. Thus, enabling the institution to reach learners everywhere would not have been possible with any other learning tool.
The use of video in learning is beneficial to the learner and the institution. It is a portable means of education and does not limit the number of people who can view it. Additionally, it is reusable and can only require to be maintained and updated. For a video to meet its objective, which is facilitating learning, it must have some features. The teachers need to monitor the quality and its relevance to the topic being studied. The videos should also be segmented into sections while accompanied by textual cues that guide learners. Watching the videos should also be accompanied by engaging students in analysis, experiments, evaluation, and content interpretation. That is when it becomes effective.
The use of infographics and other still images are also quite useful in the learning process. For example, infographics give complex information in a simplified one, with arrows showing how interconnected it is. Additionally, learners can get information in an organized manner. It is a tool of learning that easily attracts learners’ attention and is clear in presenting the information. (Balgama et al. 2018) Also, the use of beautiful colors in infographics attract learners’ attention. Graphs also help in the comparison of different elements hence simplifying the analysis of factors.
In conclusion, incorporating visuals into learning helps learners in retaining information and following given instructions better. Besides, evidence shows that incorporating visuals into learning improves learners’ attitude towards a subject, thus improving performance. Additionally, the texts show that visuals register more effectively into learners’ brains. Therefore, they can process learning quickly and also recall more clearly.
References
Baglama, B., Yucesoy, Y., Uzunboylu, H., & Özcan, D. (2017). Can infographics facilitate the learning of individuals with mathematical learning difficulties? International Journal of Cognitive Research in Science, Engineering and Education, 5(2), 119-128. doi:http://dx.doi.org/10.5937/IJCRSEE1702119B
Baglama, B., Yucesoy, Y., & Yikmis, A. (2018). Using animation as a means of enhancing the learning of individuals with special needs. TEM Journal, 7(3), 670-677. doi:http://dx.doi.org/10.18421/TEM73-26
Moreno-Guerrero, A., Rodríguez-Jiménez, C., Gómez-García, G., & Magdalena Ramos Navas-Parejo. (2020). Educational innovation in higher education: Use of role playing and educational video in future teachers’ training. Sustainability, 12(6), 2558. doi:http://dx.doi.org/10.3390/su12062558
Shreesha, M., & Tyagi, S. K. (2018). Effectiveness of animation as a tool for communication in primary education. The International Journal of Educational Management, 32(7), 1202-1214. doi:http://dx.doi.org/10.1108/IJEM-04-2016-0077
Zachos, G., Paraskevopoulou-Kollia, E., & Anagnostopoulos, I. (2018). Social media use in higher education: A review. Education Sciences, 8(4) doi:http://dx.doi.org/10.3390/educsci8040194