Incorporating Multimedia in Your Course

Multimedia, which helps create an engaging and interactive online learning environment, has been shown to contribute to improved student performance (Cheng et al., 2009, p. 1). Though many online courses incorporate videos, they neglect to feature other forms of multimedia. And, while videos are a staple of multimedia use, there are other exciting options to consider: podcast episodes, graphics, and animations can all enhance course content, enriching the student experience. To maximize the benefits multimedia can provide, consider including these underutilized forms of multimedia in your course.

The popularity of podcasts is steadily increasing. In 2019, 62 million Americans regularly listened to podcasts weekly, compared to only 19 million in 2013 (Adgate, 2019). This statistic suggests that many students are already familiar with podcasts, and might even be excited to encounter them in their courses.

With topics from popular culture to politics and academic studies, podcasts feature a range of voices and provide a valuable opportunity to augment the diversity of your course materials. You might consider using podcasts to provide an alternative perspective, address a topic in a specific context, or share a case study or historical example.

As a supplement to course material, podcasts can reinforce, scaffold, and clarify important course concepts (Khechine et al., 2013, p. 137). Podcasts also provide flexibility for students with different learning styles (e.g., those who prefer to consume auditory versus visual content; see "Audio-Only Content to Support Learning") and students who enjoy alternative study options (e.g., listening while commuting, exercising, or cooking).

The multimedia principle states that “people learn better from words and pictures than from words alone” (Clark & Mayer, 2016, p. 67). Visual representations can help students grasp complex material, highlighting the interrelatedness of a set of concepts. Imagine, for example, the clarity afforded by a schematic depicting the steps in a computer installation.

Infographics can represent a large amount of information in a concise package. They are particularly useful in an online context because they can reduce course content to easily recognizable visual patterns, solidifying important concepts in the minds of students (Damyanov & Tsankov, 2018, p. 87). Not only can infographics scaffold the concepts covered in a course, but they can contribute to higher levels of student learning. You might also consider the creative and educational possibilities of iconography, which can be used to group and organize ideas, establish connections, and create a visual hierarchy or thread to connect complex concepts.

Graphics can be static—such as images and illustrations—or they can be dynamic—such as GIFs and pop-ups or call-outs (Clark & Mayer, 2016, p. 70). Animated components present information in a memorable way that engages learners, adding value to a lecture page and reinforcing key concepts.

Pop-ups or call-out titles can assist in highlighting an important detail on a graphic or photograph. Pop-ups can be as simple as a person’s name, or they can contain several lines and bullet points. GIFs are another fun alternative to static imagery, which can be used to energize otherwise technical course content. GIFs represent an alternative to a longer, more involved video, and they add a layer of meaning to course materials, particularly those involving processes and those that are difficult to visualize. If you choose to create a GIF, remember to enable settings that allow the user to control the timing, promoting accessible use.

If a graphic contains a wealth of information or text, or if it relies on symbols like arrows and dotted lines to indicate temporal change, a motion graphic can be a preferable alternative. Where a cluttered-looking visual display can be daunting (Lowe, 2004), a well-placed motion graphic can quickly and effectively communicate the flow of ideas. Like GIFs, motion graphics are especially useful in situations in which students need to visualize a process or procedure: per Höffler and Leutner (2007), students experience a lighter cognitive load following a motion graphic process than constructing that process from a series of static pictures.

If you are working with an instructional designer and interested in adding graphics or animations to your course, you'll want to reach out as early as possible. Your instructional designer will provide consultation regarding accessibility considerations which may influence your design choices and timeline. Multimedia can require extensive planning; when used thoughtfully, however, it can be tremendously beneficial to learners.

Adgate, B. (2019, November 18). Podcasting is going mainstream. Forbes.

Cheng, I., Basu, A., Goebel, R. (2009). Interactive multimedia for adaptive online education. IEEE MultiMedia, 16(1), 16–25.

Clark, R. C., & Mayer, R. E. (2016). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons, Inc.

Damyanov, I., & Tsankov, N. (2018). The role of infographics for the development of skills for cognitive modeling in education. International Journal of Emerging Technologies in Learning, 13(1), 82–92.

Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17(6), 722–738.

Khechine, H., Lakhal, S., & Pascot, D. (2013). University students’ perception of the pedagogical use of podcasts: A case study of an online information system course. Journal of Education and Training Studies, 1(2), 136–151.

Lowe, R. K. (2004). Animation and learning: Value for money? In R. Atkinson, C. McBeath, D. Jonas-Dwyer, & R. Phillips (Eds.), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 558–561). Perth, 5–8 December.