An Application of Multimedia Learning Theory in Instructional Materials: A Case of Psychology and Special Education
DOI:
https://doi.org/10.61538/jipe.v4i2.227Abstract
 Multimedia offers exciting possibilities for meeting the needs of Open and Distant learners. The use of multimedia instruction can significantly enhance student learning if properly designed and implemented. This paper investigates the extent in which multimedia, illustrations, interactivity, visibility and vocabulary are presented in Psychology and Special Education study materials so as to enhance readability as well as learning. Four study materials were involved in assessing the presence of illustrations, interactivity as well as text visibility to enhance readability and learning    Four Psychology study materials were involved including Child Development, Special Education, Personality Dynamics and Principles of Guidance and Counselling.The study employed content analysis as a method of data collection which revealed that the study materials had only 1 percent illustrations, 2 percent interactions, 17 percent visibility while the percentage of vocabulary was found to be 80 percent. It was recommended that Psychology and Special Education teachers should prepare multimedia enriched study materials in order to facilitate learning as well as performance to Faculty of Education students ÂReferences
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