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Everything you need to know about multimedia presentations

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Anete Ezera May 25, 2023

Crafting a well-executed multimedia presentation can be the determining factor between success and failure when delivering presentations. The impact of a multimedia presentation is undeniable, but what exactly does it entail, and what are the essential considerations to keep in mind when creating one?

In this article, we’ll explore the key components involved in creating compelling multimedia presentations and delve into the strategies that can help you assemble these elements to craft the perfect presentation. We’ll discuss the importance of content structure, visual design, and engaging storytelling techniques that capture your audience’s attention and leave a lasting impact. Additionally, we’ll provide insights on leveraging Prezi’s features to enhance your multimedia presentations, making them more dynamic and interactive.

What is a multimedia presentation?

A multimedia presentation is a computer-based presentation that uses various forms of media to effectively communicate and engage an audience. In today’s fast-paced world, multimedia presentations have emerged as one of the most powerful and impactful means of communication. Complex ideas and information can be challenging to convey using only traditional tools. However, by harnessing the potential of visually engaging images, high-quality audio clips, and captivating video content, you can deliver a wealth of information that isn’t only clear, but also interesting, easy to understand, contextual, detailed, and engaging.

To facilitate the creation of multimedia presentations, Prezi offers a user-friendly and intuitive platform that empowers presenters to transform their ideas into attention-grabbing visual stories that move. One of the standout features of Prezi is its dynamic zooming capability. With this feature, presenters can seamlessly navigate between various levels of content, zooming in to emphasize critical details and zooming out to provide a comprehensive overview. This interactive zooming functionality not only adds visual interest to your presentation but also enables you to guide your audience’s focus and create a fluid and engaging storytelling experience. Furthermore, the presentation canvas allows for more creativity and freedom as you don’t need to be limited by the traditional slide-based presentation format. 

The psychology of multimedia

Multimedia presentations are not just about what you say but also how you make your audience feel and remember. Let’s discover how colors, visuals, and sounds can influence your audience’s perception and memory retention.

Color psychology

Colors evoke emotions and convey messages. For instance, red can signal urgency and passion, while blue suggests trust and calmness. Choose your color palette wisely to align with the emotions you want to portray to your audience.

Visual impact

Visuals are your secret weapon. The brain processes visual information 60,000 times faster than text. Use attention-grabbing images and graphics that resonate with your message. For example, if you’re presenting about eco-friendly initiatives, images of lush forests and clear skies can speak volumes.

Soundscapes

Sound can set the mood and reinforce key points. Think about the background music in movies – it enhances the overall emotional impact of a scene. In your presentation, use background music or sound effects thoughtfully to complement your content.

Memory retention

Did you know that people tend to remember only about 10% of what they hear after three days? However, if you pair that information with relevant visuals, retention jumps to 65%. Craft your multimedia presentation with this in mind; use visuals to reinforce your message for better recall.

Incorporate these psychological cues effectively, and your multimedia presentation will not only capture attention but also leave a lasting imprint on your audience’s memory.

Which elements can be included in a multimedia presentation?

Multimedia presentations have come a long way from the relatively simplistic options of the past. Now a whole range of different elements can be used to ensure your stand-alone presentation wows your intended audience. Some of the examples of what you can add to your multimedia presentations include:

• Slides: Slides are the backbone of most multimedia presentations. They consist of visual elements like text, images, graphs, and charts. Slides help you organize information and guide your audience through your presentation. For example, in a business pitch, slides can showcase product images, market data, and key points.
• Videos: Videos add motion and life to your presentation. You can use them to demonstrate processes, showcase testimonials, or provide visual explanations. In an educational setting, a biology lecture might include videos of animal behaviors or experiments.
• Audio clips: Audio clips can range from background music to voiceovers. They enhance the auditory experience of your presentation. In a travel presentation, you might include the sounds of waves crashing on a beach to create a more immersive feel.
• Animations: Animations breathe life into static content. They can illustrate processes, emphasize key points, or add a touch of humor. In a marketing presentation, animations can show how a product evolves or highlight its unique features.
• Music: Music sets the mood and tone of your presentation. It can create excitement, relaxation, or suspense. In a fashion show presentation, music may compliment the models’ walk down the runway, enhancing the overall experience.
• Images: Images are powerful visual aids. They can create certain emotions, provide context, and simplify complex ideas. In a history lecture, images of historical events and figures help students visualize the past.
• Text: Text is one of the most crucial parts of your content. It provides information, explanations, and key points. In a scientific presentation, text can explain research findings or provide definitions of complex terms.
• Podcasts: Podcasts are audio presentations that offer in-depth discussions or storytelling. They are excellent for sharing interviews, discussions, or storytelling. In a business conference, you might use a podcast-style presentation to share insights from industry experts.
• Pop-ups: Pop-ups are interactive elements that can surprise and excite your audience. They can include clickable links, additional information, or even mini-quizzes. In an e-learning module, pop-ups can provide learners with instant feedback on their progress.

For any professional who wants to stand out from the crowd with multimedia presentations that truly dazzle and inspire, Prezi’s multimedia platform brings you everything you need.

Choosing the right multimedia for your presentation subject

When creating a multimedia presentation, it’s crucial to select the appropriate multimedia elements that align with your presentation subject. By choosing the right multimedia, you can effectively convey your message, enhance understanding, and captivate your audience. Consider the following factors when selecting multimedia for your presentation:

Content relevance: does it fit your message?

Evaluate the relevance of each multimedia element to your presentation subject. Determine how each element contributes to the overall message and supports your key points. Choose multimedia that directly relates to your topic and enhances the understanding and engagement of your audience.

Visual impact: how visually appealing is it?

Visual elements play a significant role in multimedia presentations. Assess the visual impact of different multimedia options such as images, videos, and animations. Opt for high-quality visuals that are visually appealing, clear, and reinforce your message. Balance aesthetics with substance to maintain a professional and engaging presentation.

Audio enhancement: does it complement your content?

Determine if your presentation would benefit from audio elements such as background music, sound effects, or voiceovers. Audio can evoke emotions, set the mood, and reinforce key points. However, use audio sparingly and ensure it complements your content rather than overpowering it.

Data visualization: can it simplify complex data?

If your presentation involves data or statistics, explore options for effective data visualization. Choose charts, graphs, or maps that you can find on Prezi and incorporate those into your presentation. These elements will help you present complex information in a clear and digestible format. Visualizing data will also help your audience grasp the main points quickly and facilitate better comprehension. 

Multimedia integration: do all elements work together?

Aim for a cohesive and seamless integration of multimedia elements into your presentation. Ensure that different multimedia components blend well together and create a unified visual and auditory experience. Avoid using too many diverse multimedia elements that may distract or overwhelm your audience.

Accessibility considerations: is it accessible to everyone?

Keep accessibility in mind when selecting multimedia elements. Ensure that any visual or audio content you include is accessible to individuals with disabilities. Provide captions or transcripts for videos and ensure that any audio content is accompanied by text summaries. Consider the needs of all your audience members to ensure an inclusive and engaging presentation.

Technical feasibility: will it work smoothly during your presentation?

Assess the technical feasibility of incorporating various multimedia elements into your presentation. Consider the equipment and software requirements for displaying and playing different multimedia formats. Test the compatibility and functionality of multimedia elements in the presentation environment to avoid any technical glitches during your actual presentation.

By carefully considering these factors, you can choose the right multimedia elements that enhance your presentation’s effectiveness and engage your audience. Remember, the key is to strike a balance between informative content, compelling visuals, and appropriate interactivity to create a memorable and impactful multimedia presentation. 

What makes an effective multimedia presentation?

An effective multimedia presentation is like a good book you can’t put down or a catchy new song you hear on the radio that you can’t stop humming to all day long – it has your audience instantly engaged and wanting more. 

Gone are the days when we were limited to presentations that only featured text and basic graphics. Nowadays, using a combination of audio, video, and images can help anyone effectively communicate their message to any audience.

Prezi enables users to create attention-grabbing presentations that move their audience. You can create your own presentation from scratch or start out with a template that you can find in Prezi’s template gallery.

8 things to consider when creating a multimedia presentation

Creating a multimedia presentation can be very straightforward. It just requires some basic planning and preparation and the correct tools to implement those plans. Follow these steps when enhancing a presentation with multimedia.

What is your message?

What exactly are you presenting, and what key messages do you wish to communicate to your audience? Take time to thoroughly think through these questions before constructing your multimedia presentation.

Who is your audience? 

You must understand who exactly your audience is. After all, there is likely a huge difference between what might work best with 20-something IT specialists or a group of senior management. Are you hoping to sell a product to potential investors? Delivering a quarterly report to your bosses? Or preparing a presentation for a job interview? Be very clear about who your audience is.

Preparation is vital, and with it comes research. You can’t wait to get started creating your new multimedia presentation. And the temptation is often to begin without first investigating fantastic examples of other people’s work for ideas or not taking advantage of Prezi’s awesome customizable presentations that are freely available to you, the user. Simply head over to Prezi’s Gallery and get inspired!

Create your content outline

What content do you wish to include in your presentation? Once you have decided, it’s time to create a content outline for your multimedia presentation. You can begin building the structure of your presentation by splitting your topic into separate ideas that run in a clear, logical sequence. If you want to learn more about how to create an effective presentation structure, watch the following video:

Decide which visualization mediums work best 

There are literally dozens of visualization mediums to choose from. The hard part sometimes is deciding which of these works best for you. Options include GIFs, short animation clips, audio clips, TED Talk video clips – the list goes on and on. The great news is that you can easily integrate all of these elements into your Prezi presentation. What’s more, Prezi has an extensive library of different multimedia elements like GIFs, stickers, images, icons, and more that you can pick and choose while creating your presentation.

Utilize templates

You might start entirely from scratch, building the presentation from the bottom up, which is great if you already have a clear idea in your mind. However, if you’re still trying to figure out what you want the end result to look like or want to spend less time on presentation design, explore the numerous tried and tested templates available on Prezi. You’ll discover various templates that are great for multimedia presentations.

It’s time to add your multimedia 

Don’t overdo the types of multimedia content you use in your presentation. Why? Because using too many different kinds can feel overwhelming and a little too ‘show offish’. Focus on 2-4 types of content that will work best with your target audience. Try to hit that balance between simplicity and style. If you are using video or animation, use it occasionally.

If you need to present online, take advantage of Prezi Video’s option to share your content next to you on-screen during your presentation. This will engage your audience and keep them hooked throughout your multimedia presentation even online.

Review and analyze your work

Your multimedia presentation is ready. Or is it? Invest some time reviewing your presentation. Is it clearly structured and cohesive? Do the multimedia elements you have added achieve what you wanted them to achieve? Be honest with yourself and trust your intuition. If something doesn’t feel right with your presentation, don’t be afraid to make changes! 

Best practices for delivering a multimedia presentation

Delivering a multimedia presentation requires careful planning and execution to effectively engage and captivate your audience. Follow these best practices to ensure that you leave a lasting impression on your audience.

Know your material

Familiarize yourself with the content of your presentation to make sure you can confidently deliver it without relying too heavily on notes. Thoroughly understand the key points, supporting evidence, and transitions between different sections. This will enable you to maintain a natural flow and deliver a confident presentation. Also, consider using Presenter Notes . They serve as a reminder of important talking points and additional information during your presentation. Only visible to you, the presenter, the notes remain hidden from the audience. This allows you to effectively communicate your points without any interruptions.

Practice timing

Time your presentation to ensure it fits within the allocated time frame. Practice transitions between different multimedia elements, such as slides, videos, and interactive features, to maintain a smooth flow. Keep in mind that pacing is crucial, so allocate sufficient time for each part of your presentation while maintaining an engaging pace.

Use visual aids strategically

Visual aids are a powerful tool for conveying information and enhancing understanding. However, it’s essential to use them strategically to support and highlight your message, rather than distract from it. Use visuals sparingly and ensure they’re clear, visually appealing, and easy to understand. Avoid cluttered slides and prioritize concise and impactful visuals that reinforce your key points. If you want to learn more about good presentation design practices when it comes to adding visual content, watch the following video on the topic: 

Speak clearly and confidently

Effective communication is key to delivering a memorable presentation. Project your voice to ensure everyone in the audience can hear you clearly. Maintain eye contact with your audience to establish a connection and demonstrate confidence. Speak with clarity and conviction, emphasizing key points and using appropriate pauses for emphasis. A confident and engaging delivery will help your audience connect with your message.

Incorporate storytelling techniques

Storytelling is a powerful way to engage and captivate your audience. Incorporate storytelling techniques to create a narrative structure for your presentation. Begin with a compelling introduction that sets the stage and grabs attention. Use storytelling elements such as anecdotes, examples, and personal experiences to illustrate your points and make the content relatable and memorable. A well-crafted story can evoke emotions and leave a lasting impact on your audience.

Practice with technology

Familiarize yourself with the multimedia tools and technology you will be using during the presentation. In particular, get to know the endless features and capabilities of Prezi, the powerful multimedia presentation tool. Take the time to explore its features and understand how it can enhance your presentation. Familiarize yourself with the different templates, transitions, and interactive elements available. By mastering Prezi, you’ll be able to create attention-grabbing presentations that move.

Adapt to the audience

Tailor your presentation to resonate with your specific audience. Consider their demographics, interests, and background when delivering your content. Use language that is accessible and appropriate for your audience, avoiding jargon or technical terms that may be unfamiliar. Incorporate relevant examples and references that relate to their experiences. By adapting your presentation to their needs and preferences, you can create a stronger connection and enhance their overall engagement.

Engage the audience

Use interactive features to involve your audience and make the presentation more engaging. Incorporate audience polling, where participants can vote or provide feedback on specific questions or topics. Additionally, include dedicated Q&A sessions to encourage active participation and address any queries or concerns. Engaging the audience in this way promotes interaction and makes your presentation more dynamic. 

Ask for feedback

You can practice your presentation in front of people to get honest feedback. This way you can make any changes or work on specific areas that may need tweaking before the real thing. After your real presentation, you may even want to seek feedback from your audience to gather insights on what worked well and areas for improvement.

Remember, a well-delivered multimedia presentation is a combination of interesting content, effective visuals, and confident delivery. By following these best practices, you can create an engaging experience for everyone in the room.

How to engage your audience with interactive multimedia presentations

In addition to the essential components and best practices we’ve discussed, incorporating interactive elements can take your multimedia presentations to the next level. By engaging your audience in an interactive experience, you can captivate their attention and create a memorable presentation. Let’s explore some strategies for incorporating interactivity into your multimedia presentations:

Interactive charts

Instead of static images, use interactive charts to convey data and complex information. Allow your audience to explore different data points, toggle between visualizations, and interact with the content. This hands-on approach enhances understanding and engagement.

Virtual Reality (VR) and Augmented Reality (AR) 

If applicable, consider incorporating VR or AR elements into your multimedia presentations. These technologies provide immersive experiences that can transport your audience to different environments or allow them to interact with virtual objects. VR and AR can be particularly effective in fields such as architecture, education, and product demonstrations.

Gamification

Introduce gamification elements to make your presentation more interactive and enjoyable. Create quizzes, challenges, or interactive scenarios that require audience participation. Offer rewards or incentives for active engagement, such as badges or prizes.

Collaborative activities

Foster collaboration among your audience by including interactive activities. For example, you can divide your audience into small groups or pairs and provide specific tasks or discussions related to your presentation topic. Encourage participants to share their insights or findings with the larger group afterward.

Live demonstrations

If possible, incorporate live demonstrations of software, tools, or processes directly into your presentation. Showcasing practical examples in real-time can enhance understanding and engage the audience through active participation.

Remember, interactivity should align with your presentation goals and content. Incorporate interactive elements strategically to support your message and keep your audience engaged throughout the presentation. Prezi offers various interactive features and templates to help you create dynamic and immersive multimedia presentations.

By embracing interactivity, you can transform your multimedia presentations into memorable experiences that leave a lasting impact on your audience.

Common concerns with multimedia presentations

People often share some common concerns when diving into multimedia presentations. Here are a few of those concerns and simple solutions to tackle them:

Technical glitches

• Worry: Fear of technical issues derailing your presentation.
• Solution: Always have a backup plan in case technology decides to be temperamental. Test your setup beforehand to avoid unexpected surprises.

Media overload

• Worry: The fear of overwhelming your audience with too much media.
• Solution: Strike a balance by using multimedia elements strategically. Less can often be more when it comes to engaging your audience effectively.

The evolution of multimedia tools

The world of multimedia presentation tools has seen quite a transformation over the years, making the process more user-friendly and accessible than ever before. Platforms like Prezi are at the forefront of this evolution, continuously updating and improving the presentation creation process. With intuitive interfaces and a wide range of creative options at your fingertips, multimedia tools have truly democratized the art of multimedia presentations. Whether you’re a seasoned professional or a newcomer to the presentation scene, the evolution of multimedia tools has made it easier than ever to craft the perfect presentation.

Multimedia presentation examples 

Your audience will immediately lose interest if all you offer them is a traditional slide deck. Instead, take advantage of Prezi’s Gallery and get inspired by dynamic, interactive, and engaging presentations that include various multimedia elements.

Below are a few examples of attention-grabbing and creative multimedia presentations that you can get inspired by or even reuse as templates for your own presentation topic.

Summer Plans presentation

The summer plans presentation inspires and captivates. The template is perfect for delivering a story, sharing an experience, or presenting a plan. It features multiple media elements, such as animations, images, and data visualizations. 

Why Leaders Need to Get Out of Their Own Way presentation

This presentation grabs our attention with its visually appealing design and strategic use of visuals. The simple yet engaging layout divides the presentation into four parts, creating a well-defined structure that is easy to follow. You can reuse this presentation as a template for delivering a topic that you need to unpack in a certain order. 

Corporate Social Responsibility presentation

This multimedia presentation engages and captivates with animations, images, icons, and more. As a template, it’s perfect for creating and delivering informative presentations, where you need to dive into the details of certain topics.

Earth Day presentation

The Earth Day presentation is a great example of how one can create a timeline presentation with Prezi. It includes various media elements that make this multimedia presentation highly engaging and informative.

Future-proofing your presentations

To make sure your multimedia presentations stay useful and up-to-date in the long run, here are some straightforward tips:

Pick the right formats

• Use common file types like PDF, MP4, and JPEG since they’re likely to stay usable in the future.

Keep things fresh

• Don’t let your content get old. Update it regularly with new information and visuals to keep it interesting and relevant.

Fit different screens

• Make your multimedia presentations so they can work on big screens and small devices like phones or tablets.

Try new tech

• Keep an eye on new technologies like virtual reality and interactive features. They can make your presentations more exciting and modern.

Listen to your audience

• Pay attention to what your audience likes and dislikes. Their feedback can help you improve your multimedia presentations and keep them interesting.

With these easy steps, you can make sure your multimedia presentations will still be great in the future!

Create attention-grabbing multimedia presentations with Prezi

In conclusion, crafting a well-executed multimedia presentation is crucial for achieving success in delivering presentations. This article has explored the key components involved in creating compelling multimedia presentations and provided insights on how to assemble these elements effectively. By considering the importance of content structure, visual design, and engaging storytelling techniques, presenters can capture their audience’s attention and leave a lasting impact. Furthermore, leveraging Prezi’s features can enhance multimedia presentations, making them more dynamic and interactive. By incorporating these strategies and utilizing the right tools, presenters can elevate their presentations to a new level and increase their chances of achieving their desired outcomes. Ultimately, mastering the art of multimedia presentations opens up opportunities for effective communication and successful presentations in various professional and academic settings.

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How to Create a Multimedia Presentation (& Tools to Use)

Written by: Orana Velarde

A multimedia presentation can help you stand out, grab attention and leave a stronger impact on the audience. If you're wondering how to create a multimedia presentation without having to spend hours editing on PowerPoint, you're at the right place.

In this guide, you’re going to learn about:

• What a multimedia presentation is.
• The steps to creating a visually appealing multimedia presentation.
• Some good examples of multimedia presentations and why they work.
• The best multimedia presentation tools you can use to get started.

Sounds good? Let’s get started.

Table of Contents

What is a multimedia presentation, how to create a multimedia presentation in 5 steps.

• 7 Examples of Multimedia Presentations
• The 5 Best Multimedia Presentation Software to Help You Get Started

If you prefer watching over reading, here’s the video version of this article on how to create a multimedia presentation.

A multimedia presentation is a type of presentation that uses several different forms of digital communication, such as video, interactive slides , audio clips, music and more, to get the message across.

In short, multimedia presentations go beyond the use of text and images. Including digital media like animation, video, audio, or interactive features like forms, popups and more can help enrich your presentations both visually and content-wise.

While you can create basic multimedia presentations with Microsoft PowerPoint, there are much more innovative and modern tools out there to help you create even better presentations, like Visme .

Visme's presentation software offers plenty of tools to create multimedia presentations. From video embeds to voiceovers to interactivity animated features, you'll find it all in one, robust platform.

Keep reading to find out how you can create an unforgettable multimedia experience with Visme.

Creating a multimedia presentation isn’t difficult, you just need the right tools. In fact, it’s as easy as the six steps in the tutorial below.

Step #1: Define the purpose of your multimedia presentation.

Before you can start creating a multimedia presentation, you need to know exactly what you’ll be presenting about and why.

Jot down some ideas about what you want to achieve with your presentation.

• Want to add value to an evergreen landing page?
• Hope to get more people interested in your content or services?
• Wish to impart knowledge to your readers in a meaningful way?
• Need to create a pitch deck that inspires investors in your project?
• Want to report sales or business results in a unique way?
• Need to present survey results that don’t bore your audience?

You can achieve all of the above with a multimedia presentation.

Just make sure to have all the information you need to present in an orderly fashion so it’s easier when it’s time to create.

Step #2: Outline the content with visualization ideas.

Now that you have everything planned out and all your content is ready to be put into a slide deck, it's time to create an outline.

While creating the outline, think of ways that you can improve the story using different mediums.

For example:

• Explainer videos
• Video clips
• Animated GIFs
• Interactivity between slides
• Color-coded maps
• Google Maps
• Animated charts
• Loom videos
• Sound effects
• Embedded third-party content
• Background music
• Ted Talk video embeds

Create a stunning presentation in less time

• Hundreds of premade slides available
• Add animation and interactivity to your slides
• Choose from various presentation options

Sign up. It’s free.

Step #3: Select a presentation template and add your content.

Now, log into your Visme dashboard and find a presentation template that will be perfect for your project. There are lots of choices, from pre-designed presentations to customizable slide libraries in different styles.

In the case of a multimedia presentation, we recommend you go with one of the slide libraries. Slide libraries can also be referred to as presentation themes.

Visme has three presentation themes:

• Modern: Sleek and unique
• Simple: Clean cut and no-frills
• Creative: Off the cuff and interesting

Each theme comes with a large slide library with hundreds of different options. You can mix-and-match slides to create your own, unique multimedia presentation.

The slides in Visme's presentation themes are organized into groups, such as:

• Introduction
• Comparisons
• Testimonials
• ...and more.

We suggest you add all the blank slides you need by following the outline you made in the previous step. Then, input the general content, images, backgrounds and design assets.

Next, add your logo, brand colors, fonts and branded imagery. When you have a Visme Brand Kit, that step can’t be any easier. The fonts are already set up in your editor as are the colors.

Use Dynamic Field to ensure your important data is consistent and updated across all your slides and projects. Once you place your information in the custom field , it will automatically appear on other slides containing the value.

Alternatively, create your presentation from scratch by starting with a blank canvas. Visme also offers content blocks and element groups to help you create a good presentation.

Presentation Templates

Ecommerce Webinar Presentation

Buyer Presentation

PixelGo Marketing Plan Presentation

Technology Presentation

Product Training Interactive Presentation

Work+Biz Pitch Deck - Presentation

Create your presentation View more templates

Step #4: Add multimedia content.

At this stage, your presentation probably looks good-looking, but static. Let’s make it interactive by adding unique multimedia presentation tools.

Start adding multimedia content to the slides that need it. Follow your outline and visualization idea notes.

You don’t need to add a different type of media on each slide — that’s overwhelming. Aim for two or three types of media spread throughout the presentation to keep a balance.

• A narration can cover all the slides and it should flow seamlessly.
• Interactive slides with links to the main slide or other sections need to be well-organized and easy to navigate.
• Videos shouldn’t be on every slide. There needs to be breathing space between videos so it's not overwhelming.
• Animated charts don’t need to be surrounded by too much content. Let them shine on their own.
• Surveys should have their own slide with a previous slide explaining why there’s a survey in the first place.
• Embed content on any slide and make it fit visually with the rest of the content.

Step #5: Review, download and share.

When you’ve added all your content, both regular and multimedia, it’s time to revise. Click on the “present” button on the top-right of your editor and take a look at your presentation as if you were a viewer.

As you go through every slide, take notes if you spot anything that looks off or unfinished. Then, go back and edit those slides until the presentation is just right.

Multimedia presentations can be presented or shared in several ways. For interactive presentations that include clicking or filling in forms, give your audience the best experience by:

• Embedding the presentation into a website
• Sharing the presentation with a live link
• Downloading the presentation as an HTML5 file

Presentations that don’t require your audience to interact can be downloaded as videos and even editable PowerPoint files.

When you share a Visme multimedia presentation via a live link, you can track the analytics of who watched it, for how long and where. This adds another level to your team’s content creation.

Another option is to upload your presentation to SlideShare where other people can see your work. SlideShare presentations can easily be shared on social media as well.

Examples of Multimedia Presentations

Are you ready to create your own multimedia presentation?

Before you get to it, let’s look at some inspiring examples. Below, you’ll find some stunning Visme presentations, some of which are templates that you can customize for your own use.

We have also included some examples of presentations from other sources that we found interesting.

Example #1: Presentation with GIFs

You can quickly create simple and beautiful multimedia presentations with GIFs. At Visme, we regularly create multimedia presentations with GIFs to present new features and updates.

Check out one of our recent ones:

Made with Visme Presentation Maker

We create our custom GIFs, which you can also do using our GIF maker !

If you don’t have the time or resources for that, Visme has a GIPHY integration, which lets you search through millions of GIFs in lots of different styles inside the editor.

Integrate GIFs with content that complements, not competes with it.

Also, don’t overload your presentation with GIFs, especially if they are all different. Stick to one style of GIF throughout to maintain visual consistency.

Example #2: Animations and Narration

This is an example of a multimedia presentation that uses animations to liven up the story and the slides.

This is the type of presentation that can be easily turned into a video.  Each slide can have animated objects, illustrations, text and design assets.

Impact Radius from Fab Design on Vimeo .

You can create a presentation like this with Visme quite easily.

Simply record your voiceover on each slide and download it as a video. If you already have a voiceover from a project, upload it into your presentation project and trim the audio as needed.

Example #3: Narrators and Video

This presentation is on the shorter side. This narrated presentation includes a balanced amount of media, such as images, videos, annotations and animation and charts.

It’s also presented as a video for easy viewing. A multimedia presentation video like this one takes more work than others, as it has a large amount of content.

Example #4: Interactive Charts and Music

Multimedia presentations for business reports are more engaging with interactive charts. Visme charts are animated by default but you can add more interactivity with popups and links .

Top it all off with a music clip that doesn’t overwhelm or distract from the content of the presentation.

Example #5: Video

Adding video to presentations is one of the easiest ways to create a multimedia video presentation. Here's an example of a slide created in Visme that includes a YouTube video. Go ahead and press play to see it in action!

Embed YouTube videos or Vimeo videos easily by simply inputting the video URL.

Upload your own video, use the Visme video editing tools to trim the clip to how you need it. Select from our gallery of video clips to add as backgrounds behind other content.

Example #6: Zoomable Presentation with Video

This is a Prezi multimedia presentation about The Red Bull Stratosphere Jump.

It has a classic Prezi feel and navigation plus videos of the event. Not every presentation warrants this level of multimedia or interactivity but for a brand like Red Bull, it makes sense.

This style of presentation can be created with Prezi quite easily. They have a number of templates that you can use to create a multimedia presentation with a zoomable navigation style.

Example #7: Survey and Embedded PDF

The last example is a little different. It includes an integrated survey and embedded PDF. This is the perfect multimedia presentation to include in a blog post or on a website.

Take a look below at how a survey works inside a presentation and how an embedded PDF can be integrated with other content.

The 4 Best Multimedia Presentation Software to Get You Started

To create multimedia presentations, you need the right tools.

Below are four tools to help you create engaging multimedia presentations.

Software #1: Visme

The first software on the list is Visme. The varied collection of integrations in our editor is just the right combination to create a multimedia presentation that will make an impact.

Usually, you need more than one software to create an engaging multimedia presentation. But if you're looking for a software that does it all, Visme's presentation maker is a great option.

Users have always been able to create multimedia presentations with Visme, especially with videos, animations and voiceovers.

But recently, we've added new features and AI-powered tools, including the Visme AI Designer . This tool will help you to create unique multimedia presentations in a matter of minutes rather than hours. 

Create complete or customizable designs by answering questions or using a single prompt concerning your topic. Once your presentation is generated, edit images, add interactive elements like links, GIFs, surveys,   interactive maps , and animation, plus integrate your current tech pack and tools if needed. 

Software #2: Wistia

Wistia is a video hosting, management and marketing software for businesses who want to have more control over their video content.

Embedding video is one of the quickest ways to create a multimedia presentation. If you're creating your presentation in Visme, you can easily embed Wistia videos in your slides.

You can also add videos into your presentation from YouTube, Vimeo and Vidyard. Check out the full list of Visme integrations here .

Note: When sharing videos that aren’t yours, make sure to add a description with the name of the creator and why you chose to share it.

Software #3: Typeform

Multimedia presentations with surveys add an unprecedented level of interactivity.

Use the Typeform or Jotform integration to add surveys to your informative presentations or market research projects.

When you include a survey in a multimedia presentation, you’ll have to share it as a link or embed it on a site. This way, your audience can input the answers straight into the survey inside the slide instead of opening a separate link.

Software #4: Loom

If you're not presenting your multimedia presentation in person, recording a Loom video and embedding it in your slides can be a great alternative for adding a personal touch.

Walk your audience through a tutorial, give a brief overview about a topic, shed light on your company and services, or simply introduce yourself. Loom videos offer tons of opportunities to make your multimedia presentation more interactive.

Software #5: Google Maps

Include maps in your multimedia presentations to visualize geographic data or location information. Visme has two map creation options, the Map Maker and the Google Maps integration .

The Map Maker lets you create custom maps with color-coding and interactive popups that match the design of your project. Import map data from a google sheet or input it manually.

Add a navigable Google Map in all the default styles. Show specific location coordinates in a box that you can customize.

Create Your Multimedia Presentation With Visme

Now, you’re ready!

It’s time to start creating the best multimedia presentation for your audience.

When you sign up for our presentation software , you’ll find all the tools you need to create an engaging multimedia presentation your audience is likely to remember for a long time.

Create a Brand Kit to stay on brand easier and faster by uploading your logos, color palettes and fonts. Organize your assets and projects into folders to make them easier to find.

At Visme, we're always adding new features and integrations. You can keep an eye on our What's New page to stay updated with all the new cool, new stuff.

If you have a PowerPoint presentation that you'd like to enhance, import the PPTX file into Visme and add multimedia there. The PowerPoint slides will import as editable slides so you have full control of how the final project looks.

Sign up for our presentation software today and start creating slides that nobody can look away from.

Create beautiful presentations faster with Visme.

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About the Author

Orana is a multi-faceted creative. She is a content writer, artist, and designer. She travels the world with her family and is currently in Istanbul. Find out more about her work at oranavelarde.com

Unlocking the power of multimedia presentations: A complete guide

Create impactful multimedia presentations with our comprehensive guide.

Sahul Hameed

Building presentations

Multimedia presentations have evolved from simple slideshows to interactive experiences that captivate audiences.

They blend text, images, audio, video, and animation to communicate messages more effectively.

This guide delves deep into the essentials, design principles, tools, planning, execution, and the future of multimedia presentations, ensuring you're equipped to create impactful and engaging presentations.

What is a multimedia presentation?

A multimedia presentation is a dynamic way to share information, stories, or ideas. It uses a combination of different media forms, such as text, images, sound, and video, to create a more engaging and informative experience than traditional, single-medium presentations.

The journey from the humble beginnings of the slide projector to today's interactive displays is a testament to technological advancement. This evolution has transformed how we share information, making presentations not just a one-way communication tool but an interactive experience that engages the audience.

The essentials of multimedia presentations

In multimedia presentations, the harmonious blend of text, images, audio, video, and animation transforms traditional storytelling, making complex ideas accessible and engaging for every audience. Each element plays a pivotal role in creating a captivating narrative.

Text and typography: Crafting the written message

The foundation of any presentation, text, and typography, plays a crucial role in conveying your message. Choosing the right fonts, sizes, and colors can significantly impact readability and audience engagement.

Images and graphics: visual storytelling

Images and graphics are powerful tools for storytelling, breaking down complex information into understandable visuals and making your presentation more memorable.

Audio elements: Enhancing narratives with sound

Sound can set the tone, evoke emotions, and enhance the narrative of your presentation, whether it's through background music, voice narration, or sound effects.

Video components: Dynamic visuals for engaging content

Videos add a dynamic element to presentations, illustrating points more vividly than static images and text alone.

Animation: Bringing content to life

Animations can make presentations more engaging by adding movement to otherwise static content, helping to draw the audience's attention to key points.

Design principles for effective multimedia presentations

To create a multimedia presentation that stands out, leveraging tools like PowerPoint or Google Slides is essential. By choosing the right presentation template and integrating various types of media, you design your multimedia presentation to captivate and engage. Incorporating video presentations, interactive elements, and well-designed slide decks enables your audience to interact and absorb the content effectively. Crafting your presentation using these principles, with a focus on presentation design and visual presentation, ensures a dynamic and engaging multimedia experience. Transition smoothly between slides and elements to maintain flow and interest.

Balance and contrast: Making your content stand out

Effective use of balance and contrast helps in drawing the audience's attention to the most important parts of your presentation.

Repetition and alignment: Creating a cohesive look

Repetition and alignment ensure your presentation has a unified look, making it more professional and easier to follow.

Proximity and hierarchy: Organizing content for easy consumption

By strategically organizing content, you can guide the audience through your presentation in a logical manner, making complex information easier to digest.

Tools and technologies

Choosing the right tools and technologies is crucial in creating a multimedia presentation that resonates with your audience. From powerful software solutions to cutting-edge hardware, leveraging these resources effectively can transform your presentation into an engaging and immersive experience.

Software solutions for multimedia presentations

• Overview of leading presentation software There's a wide range of software available for creating multimedia presentations, each with its own set of features, from PowerPoint to more advanced platforms like Adobe Creative Suite, and enterprise business presentation software's like Prezent with Fingerprint feature to create personalized presentation. Sign up for our free trial or book a demo today!
• Customization features: Themes, templates, and plugins These tools offer various customization options to make your presentation stand out, including themes, templates, and slide library that add functionality or aesthetic appeal.
• Integrating multimedia elements: Tips and tricks Integrating multimedia elements smoothly can be challenging. This section provides tips and tricks for seamless integration, ensuring a professional result.

Hardware considerations

• Projectors and displays: Matching your presentation to the venue Choosing the right projector or display is crucial for ensuring that your presentation is visible to the entire audience, regardless of the size of the venue.
• Sound systems: Ensuring your audio is heard A good sound system is essential for presentations with audio elements, ensuring that your message is heard clearly by everyone in the room.
• Remote controls and clickers: Navigating your presentation seamlessly Remote controls and clickers allow you to navigate through your presentation smoothly, keeping you in control and engaged with your audience.

Planning and execution: Crafting impactful multimedia presentations

In a world where even a goldfish boasts a longer attention span than us humans, mastering the craft of a multimedia presentation is akin to performing a magic trick.

Here we'll embark on a quest to transform those glazed-over gazes into wide-eyed wonder. With a sprinkle of strategic planning and a dash of delivery dynamism, we're not just going to capture attention; we're going to make it stick like gum on a hot sidewalk.

Get ready to turn your presentation into an unforgettable adventure that even the skeptics in the last row can't resist!

Structuring your multimedia presentation for maximum impact

Objective setting: inform, persuade, or entertain.

The foundation of any compelling multimedia presentation is a crystal-clear objective. Whether your aim is to educate, convince, or entertain your audience, setting a precise goal at the outset will direct every element of your presentation, from content to delivery.

Audience analysis: Customizing your message

A deep understanding of your audience is crucial for tailoring your presentation to meet their specific needs and preferences. By analyzing your audience’s interests, knowledge level, and expectations, you can craft a message that resonates deeply and fosters engagement.

Storyboarding: Designing your presentation’s flow

Employing a storyboard approach is instrumental in mapping out your presentation’s narrative flow. This technique ensures a seamless transition between topics, enhancing coherence and retaining audience interest. Starting with a well-thought-out outline enables you to organize ideas systematically, ensuring each segment aligns with your overarching goal. Leveraging user-friendly presentation tools simplifies slide organization, making your storytelling both effective and engaging.

Delivery techniques and best practices for engaging presentations

Verbal dynamics: mastering tone, pace, and articulation.

Your voice is a powerful tool in engaging your audience. A confident tone, well-modulated pace, and clear articulation can significantly enhance message delivery, making your presentation not just heard, but felt and remembered.

Non-verbal communication: Enhancing your message with body language

The silent language of your body speaks volumes. Adopting confident postures, using expressive gestures, and maintaining meaningful eye contact can reinforce your spoken words, forging a stronger connection with your audience and adding an extra layer of persuasion.

Interactive engagement: Making your presentation a two-way conversation

Transforming your presentation into an interactive experience can greatly increase its memorability and impact. Incorporating elements like live polls, interactive quizzes, and dedicated Q&A sessions invites your audience to actively participate, creating a dynamic exchange that enriches the presentation experience for everyone involved.

Through strategic planning, audience-centric content, and dynamic delivery techniques, you can elevate your multimedia presentations from mere information sessions to powerful, engaging experiences that leave a lasting impression.

Advanced techniques and trends

Interactive elements and audience participation.

Incorporating interactive elements such as polls, quizzes, and live feedback can transform a static presentation into an engaging experience. Tools that facilitate audience participation not only make your presentation more interesting but also provide valuable feedback in real-time.

Future trends in multimedia presentations

Emerging trends in multimedia presentations , notably the incorporation of augmented reality (AR) and virtual reality (VR), are transforming audience engagement, paving the way for a more immersive and interactive experience. This multimedia presentation trend marks a significant evolution in how information is conveyed and received.

• Augmented reality (AR) and virtual reality (VR) integration Emerging technologies like AR and VR offer new ways to immerse and engage your audience, providing them with a unique and memorable experience.
• AI and machine learning: Personalized presentations AI and machine learning are beginning to play a role in how presentations are created, allowing for more personalized and adaptive content that can respond to the audience's reactions and interests in real-time.

Case studies and examples

Success stories: memorable multimedia presentations.

In the realm of multimedia presentations, innovative approaches have led to remarkable success stories. From gamified demos to immersive VR training, these examples demonstrate how creative techniques can significantly enhance engagement and understanding.

Salesforce: Enhancing client engagement through interactive demos and gamification

Salesforce took a novel approach to showcase its software platform by developing an interactive, custom-built demo. Instead of a conventional presentation, users explored a 3D virtual office, engaging directly with the platform's modules and features. This interactive journey was gamified, rewarding users with points for interactions and task completions. The strategy led to an 80% increase in engagement and a 65% rise in purchase intent among participants, underscoring the effectiveness of immersive experiences in presenting complex software solutions.

Unilever: Leveraging data visualization for sustainability communication

To articulate the impact of its sustainability initiatives, Unilever shifted from traditional reports to a multimedia presentation enriched with infographics and animations. This method transformed complex data into interactive, easily digestible visuals, enabling stakeholders to delve into specific data points of interest. The innovative presentation method significantly enhanced stakeholders' understanding and appreciation of Unilever's sustainability efforts, demonstrating the power of visual storytelling in conveying intricate information.

McKinsey & Company: Advancing soft skills with virtual reality training

McKinsey & Company introduced a cutting-edge VR training program aimed at bolstering employee soft skills in a compelling and immersive manner. Participants were placed in virtual scenarios, such as client interactions and public speaking engagements, where their performance was evaluated by AI-driven feedback mechanisms. This VR training showed marked improvements in soft skills over traditional training approaches, highlighting VR's capacity to simulate realistic, impactful learning environments.

Common pitfalls and how to avoid them

• Overloading your audience: Finding the right balance It's important to strike the right balance between informative and overwhelming. Tailoring your presentation to your audience's capacity for information can help prevent cognitive overload.
• Technical difficulties: Preparation and backup plans Technical issues can disrupt even the best presentations. Having backup plans and being prepared to troubleshoot common problems can help you maintain composure and keep your presentation on track.

Summarizing key takeaways

• Understanding the needs of your audience and the objectives of your presentation is crucial when deciding the type of multimedia presentation to make.
• For business presentations, leveraging PowerPoint with embedded multimedia elements can create a compelling narrative, while academic settings benefit from a variety of multimedia presentations, including interactive elements and visual aids.
• Incorporating additional examples of multimedia presentations, such as engaging videos or interactive polls, can enhance your presentation's effectiveness and engagement level.
• It's essential to explore software that supports a variety of multimedia types to ensure your presentation stands out and effectively delivers your message.
• Whether your presentation is based on PowerPoint or other tools, the key is to create an effective multimedia presentation that captivates your audience and conveys your message seamlessly.

FAQs to create a multimedia presentation

1. how can i create an engaging multimedia presentation that captivates my audience.

Incorporating multimedia elements like video clips, interactive presentations, and diverse media types can transform your PowerPoint slides into stunning multimedia presentations. Remember, the key is to ensure that your presentation flows smoothly, keeping your audience engaged throughout. Adding a video or using interactive polls are excellent ways to make your presentation more dynamic and interactive.

2. What steps should I take to ensure my multimedia presentation is effective and well-received?

Start by creating an outline to organize your ideas and presentation objectives. Use multimedia presentation tools and software options to add various multimedia components, ensuring variety in your presentation. Review your presentation to ensure it aligns with the purpose of your presentation, and practice delivering it to make sure it’s engaging from start to finish.

3. Are there easy steps to follow to create stunning multimedia presentations for business or educational purposes?

Yes, there are several easy steps you can follow: First, choose the right presentation maker or multimedia presentation software that allows you to create presentations using multimedia. Next, select engaging presentation themes and incorporate a variety of multimedia content, including two or three types of media. Finally, review and rehearse your presentation to ensure it meets your presentation objectives and engages your audience effectively.

4. What advantages do multimedia presentations offer over regular oral presentations, and how can I make mine stand out?

Multimedia presentations offer the advantage of engaging multiple senses, making your message more memorable than a traditional oral presentation. To make yours stand out, consider adding multimedia elements throughout the presentation, such as animations and video clips. This not only makes the presentation more interactive but also helps to convey your message in a more dynamic and engaging way. Plenty of tools and presentation software options are available to help you create even better presentations that use multiple types of media to captivate your audience.

5. How do I choose the right type of multimedia presentation for my business or academic needs?

Selecting the right type of multimedia presentation begins with understanding the unique needs of your audience and the objectives of your presentation. For business presentations, using PowerPoint with embedded multimedia elements can create a compelling narrative. For academic settings, a variety of multimedia presentations, including interactive elements and visual aids, can enhance learning. Assessing your goals and audience engagement will help you make the perfect multimedia presentation.

6. What tools are essential for creating a multimedia presentation that stands out?

The tool for creating a standout multimedia presentation often depends on the complexity and desired outcome of your presentation. PowerPoint remains a versatile foundation, but incorporating additional multimedia presentation examples, such as engaging videos or interactive polls, can elevate your presentation. For those seeking to make their presentation more engaging, it’s time to explore software that supports a variety of multimedia types, ensuring every presentation captivates and informs.

Create on-brand presentations with Prezent

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With Prezent, you can effortlessly align your presentations with your brand identity, thanks to its array of features tailored for branding consistency.

Utilize Prezent's in-built storylines to simplify the storytelling process, saving valuable time while ensuring impactful presentations. Personalize your content with Prezent's Fingerprint feature, which analyzes audience communication styles for tailored messaging.

Explore Prezent's extensive slide library of over 35,000 pre-designed slides, meticulously curated for effective communication and seamless brand integration. Experience the power of Prezent firsthand by signing up for a free trial or opting for a comprehensive demo. Elevate your presentations to new heights of professionalism and brand cohesion with Prezent today! Sign up for our free trial or book a demo today!

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5 Reasons Multimedia Presentations Are a Classroom Must

Topics:   Tech & Learning Classroom Media & Tools

Encourage creativity, reflection, and confidence through the use of multimedia presentations.

Public speaking is an invaluable skill, but it can also difficult for students (and adults). However, multimedia presentations (like digital stories) can lay the groundwork for developing those skills. Done right, they provide an opportunity to combine images, text, and powerful oratory in any classroom situation. Not only do they allow students who don't like public speaking to test the waters and build confidence, but they also allow teachers to target instruction to those students who really need support.

Multimedia presentations develop confidence in language skills.

For students who lack confidence or language skills, a multimedia presentation created using tools such as  Adobe Express , VoiceThread , Google Drive , or iMovie is an opportunity to develop fluency in English (or any target language) without the pressure of speaking live in front of an audience. With the opportunity to record as many times as necessary, the fear of errors is gone, allowing students to focus on content, intonation, and organization.

We can start building the next generation of orators in effective, engaging ways.

Process-driven presentations encourage meaningful feedback.

With digital presentations, teachers can more easily check in on student progress and offer instructional advice as well. Rather than everything riding on the live speech or presentation, multimedia presentations can be more about process, and with process-driven assignments there is greater opportunity for teachers to conference with students, offer advice, and provide formative feedback. If the presentations are shared via the cloud, that feedback can even come outside of class time.

Of course, tools that incorporate AI , like Canva , can helpful when creating presentations—and offer significant shortcuts. So make sure to set expectations around how and when artificial intelligence is appropriate to use during the process. 

Script-writing strengthens ELA skills, including information literacy.

All the same planning and organization that goes into writing a good essay goes into creating a good presentation. Students start with a central idea, find supporting ideas and information, structure those to build an argument or explain a concept, and finish with some kind of conclusion. The only element of writing not present in creating a good multimedia presentation is the conventions of writing (punctuation, paragraph structure, and so on), but the framing of ideas and thinking processes are very similar.

Additionally, students have to find appropriate information to support their points of view in a multimedia presentation as well as the photos, audio clips, drawings, or videos that go with them. This requires students to cultivate good information-literacy skills, including searching databases, evaluating resources, and creating citations. 

Multimedia presentations challenge students to think creatively.

As teachers, if we really want to foster creativity, we can require or encourage students to create their own graphics, images, audio, and video clips. When students must create something, they have to figure out how to represent their ideas -- a form of abstract, symbolic expression that ups the intellectual ante tremendously.

Choice provides opportunity for students to shine.

Let's face it: For some of our students, writing essays or reports is a tremendous challenge. That's not to say that it's not a valuable challenge, but in certain situations we're really looking for content, not writing skills. In this case, a multimedia presentation can be the perfect medium for some students to demonstrate a high level of content mastery. Giving students a choice in how they show understanding can be a legitimate way of maintaining high content standards for all students.

With all the digital presentation tools at our fingertips, we can start building the next generation of orators in effective, engaging ways. There's no reason not to start today. Here are curated lists of tools that can help:

Best Classroom Tools for Presentations and Slideshows

• Apps and Sites for Storytelling
• Best Infographic Design Apps and Websites

I have been a teacher for over twenty years and joined the Common Sense community to connect with other educators and hone my teaching practice . My goal is to engage, connect, and support teachers in order to enhance their practice in the classroom. These days I do a lot of teacher training around coding and design thinking - helping teachers to find ways to bring those skill sets into their classrooms and existing curricula. This fall I will be joining the Faculty of Education at NHL Stenden - a university in the Netherlands.

As a teacher since 1991, I have now worked with every grade from K-12. In the time that I have been an educator, I have seen an incredible variety of powerful digital tools emerge that support instruction and learning. Making sense of those tools is what the Common Sense community is all about (and what Graphite Mentors like me are here to help with).

My career has taken me to 4 countries but only five schools. My most recent classroom position (and love) is middle school Humanities (integrated language arts and social studies). Throughout my career, I have worked primarily with English Language Learners (ELL) and students with mild to moderate learning needs. As a sometime language teacher and a permanent learner of languages, I understand the incredible role that technology can play in language acquisition.

Outside the classroom, I am working on several big education-related projects:

1. Creating learning materials for teachers that combine design-based learning and technology . 2. Writing and publishing teacher resource books in Language Arts and Social Studies for Teacher's Discovery.

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Tips and Tools for Crafting a Multimedia Presentation

If you’re reading this blog, there’s a good chance you’ve given a presentation before. There’s also a good chance you’ve been on the receiving end of a presentation. Presentations are effective ways to teach, sell, and share ideas—the list is endless. Not all presentations are good, though—and when you’re in the midst of a bad one, it’s easy to tell.

With the right tools and dedicated time for editing, revising, and practicing, a multimedia presentation has the potential to take the topic at hand to new heights.

Let’s find out how.

What is a Multimedia Presentation?

Much like the name suggests, a multimedia presentation is a presentation featuring multiple (multi) types of media. A few examples of media types include videos, GIFs, animations, audio, or photos.

At first reference, you might automatically equate a multimedia presentation with a PowerPoint. While PowerPoint is a valuable tool for creating a multimedia presentation, not all PowerPoints are multimedia presentations. 

A multimedia presentation is effective because it uses different types of media to engage an audience and ultimately communicate. Whether it’s a lesson, a pitch, a complex idea, or even a data set, multimedia presentations are an effective way to capture and maintain the attention of your target audience. 

Multimedia Presentations: 3 Common Examples

In order to deliver an effective multimedia presentation, it’s important to consider what you’re trying to convey and which media type and format works best.

Here are three of the most common examples of multimedia presentations and how they can be used. 

Example 1: Video

Video is a captivating way to transform information. Using video in a presentation can add context to an idea or even bring a theory to life through a visual example.

Adding video can also be effective in any education setting where a teacher or professor is seeking to increase in-class engagement . In fact, according to a study published in Innovations in Pharmacy , students reported higher in-class attention levels when a multimedia presentation was used for a class lecture rather than a traditional “chalk and talk” lecture.

Incorporating multimedia presentations into the classroom doesn’t just improve class engagement—it also gives students the opportunity to learn in whichever style works best for them .

The same goes for professional presentations. Videos can keep your audience attentive, boost retention, and make your points crystal clear. That’s because videos disrupt the monotonous structure of a typical meeting, which so often lead to disengagement and lack of attention.

Example 2: Animations and GIFs

In a new era of remote pitches and virtual demos, sales teams that once relied on a team, an oral presentation, and a basic slide deck have to get creative.

Presentation videos are one way that sales teams across industries are reshaping the traditional pitch. A great way to get creative with presentation videos is by adding in animations or GIFs to help articulate your key points.

A well-placed animation or GIF can create a natural pause in your presentation for quick reflection or needed break. It can also make your pitch more personable—and persuasive. If you’re presenting with a slide deck that includes other forms of media, an animation can help bring greater clarity to a complex process and break down complicated concepts.

Example 3: Graphs and Charts

Massive amounts of data can be incredibly helpful when solving a complex problem. It can also be difficult to present effectively.

For example, you might be able to identify a particular pattern or trend in a data set from first glance. However, your audience may not share your skillset and feel confused or overwhelmed by large data sets in your presentation.

Data visualization is important because it makes data easier to understand and pull insights from. Data visualization tools take existing data and organize it into graphs, charts, or other visual tools.

Multimedia presentations can help data visualization come to life. You can incorporate interactive graphs, tables, charts, and maps into your presentation to get everyone on the same page. Or take it a step further and add animations to these visualizations to emphasize important data points.

Essential Tools for Multimedia Presentation Building

There are lots of different tools you can use to design your multimedia presentation and even create new media. While many tools are similar, it’s important to note that some are more advanced than others. Make sure you know your skill limitations ahead of time and select only the tools you feel comfortable using. 

Here are four of the most important tools for building a multimedia presentation. 

PowerPoint, Google Slides, Keynote

All three of these tools are the gold standard for creating a slide-deck style multimedia presentation. Similar in design and features, the differences between these three programs are subtle, and the only reason to use one over the other would be based on what you have access to. 

One of the biggest benefits of using any of these three programs is that they’re all easy to use. If you’re a beginner, you can select from a variety of pre-made templates and drag and drop your media directly into your slides. 

As a bonus, these three programs also have some animation features, allowing you to animate objects on a slide or add in some seamless transitions between slides. These programs are all also easy to export and share, so your audience can review your presentation whenever they need a refresher.

Adobe Creative Cloud

Adobe Creative Cloud is more advanced and could require some additional knowledge or training. The biggest benefit of Adobe Creative Cloud is that all of the different products can be used interchangeably. For example, if you’re working on a video presentation in Adobe Premiere, you can seamlessly import an animation or motion graphic you created in Adobe After Effects directly into your video project file.

Canva is a multi-use tool that combines the features of PowerPoint and a variety of Adobe Creative Cloud products. It’s designed for beginner to intermediate users, also offering pre-made templates. As a bonus, many of their plans are low-cost, and there’s a free option that anyone can use. 

Canva features include everything from slide-deck style presentation templates to video presentations, standalone videos, and even some basic data visualization. 

Data Visualization

While many of the tools above have some sort of basic data visualization functionality, there are tools out there specially designed for more advanced applications and audiences.

Tableau , for example, is one of the most advanced data visualization tools often used by data scientists and statisticians. Power BI is another similar tool that tends to be lower cost for most users and integrates with other Microsoft products. 

Both tools have similar features and provide a variety of visualization options, so you can present data in a way that allows your audience to analyze effectively or clearly see important insights.

5 Steps for Creating a Multimedia Presentation

Overall, creating a multimedia presentation is similar to planning and designing any other type of presentation. Here are five steps to crafting a multimedia presentation:

• Frame your story.
• Create an outline.
• Choose your tools.
• Start building and add media.
• Revise and edit.

Let’s dig into these steps a bit more. 

Step 1: Frame Your Story

In this Harvard Business Review article—which breaks down the process of developing a TED Talk —writer and TED curator Chris Anderson suggests starting with framing. 

There’s no way you can give a good talk unless you have something worth talking about. Conceptualizing and framing what you want to say is the most vital part of the preparation. Anderson

Planning out your journey is exactly where Anderson suggests the first part of any presentation planning should begin. Why? Because it forces you, the presenter, to think critically about who your audience is and what level of knowledge they may or may not have regarding your topic. 

Anderson’s other piece of advice on framing your story is to limit your scope. While you might have a ton of information you want to share, it’s important to narrow down your topic to only the things that can be explained, with particular attention to the things that can be explained and reinforced with different types of media. 

Step 2: Create an Outline

Once you have your concept and a rough idea of your journey in mind, it’s time to organize it into an outline. Think of your outline as a way to break down your topic into smaller, digestible pieces. Eventually, these smaller chunks will become the content for each of your presentation slides if you’re doing a slide-deck style presentation. If you’re not doing a slide presentation, these small pieces could also work well into a video storyboard.

Once your outline is finished, it’s time to go back and make note of any items that would benefit from additional media.

Here are a few examples of things to consider:

• Do you have large amounts of numbers you can visualize with an animated graphic?
• Is there a picture you can display to bring context to something you’re talking about?
• Do you have access to videos that show a theory or concept you’re talking about?
• Are there any product videos available that show your product in use?

These are only a few examples of areas where different types of media can help reinforce your point or act as engagement pieces if you’re in a more collaborative presentation setting . 

Step 3: Choose Your Tools

Selecting the correct tools can make presentation building easier and help you plan out the different forms of media you’ll include. 

As with all tools, be sure you’re familiar with the program you’re working with before you get started. If you’re not familiar with the program, check to see if you can find any resources to get up to speed on the basics, or reach out to a colleague or teammate to get assistance. 

Step 4: Start Building and Add Media

Now that you have your outline and you’ve selected the tools you’re going to use to build your multimedia presentation, it’s time to get started!

Use your outline to guide the creation of your multimedia presentation. For example, if you’re going to create a slide deck style presentation, begin populating your slides with necessary headers to guide your presentation from one section to the next. 

It might be helpful to sketch out the design of your slide layout and create boxes or placeholders where you’d like to add media. Once you’re finished, go back and add the different types of media to your slides.

Step 5: Revise and Edit

This sometimes overlooked step is often one of the most important steps in any presentation design process, not just multimedia presentation creation.

Think of it this way: Once you finish your presentation, consider it your first draft. Step away, take a day off, and then return with fresh eyes to review your original outline and ensure your transitions are effective. 

As a final note, don’t forget to check for typos and grammatical errors. There’s nothing worse than being mid-presentation and realizing, or being alerted to, a silly mistake that you could have easily fixed with a bit more attention to detail. 

Enhancing Your Multimedia Presentation with Vibe

Simply put, making a multimedia presentation takes time and effort. Luckily, a Vibe Board gives you additional tools to deliver better presentations with ease.

Vibe’s laser pointer and annotation tool means you can keep participants focused on what matters. You can also add notes or drawings to your presentation in real-time.

If you’re presenting with Vibe Canvas , participants can even interact with your presentation from their personal devices. After joining the Canvas, they can highlight a point they’d like you to discuss more, provide instant feedback, or add their questions to the board for a quick Q&A session after your presentation.

You can also transition through slides and play embedded media with your finger or using the Vibe stylus. 

Most importantly, you can collaborate with your participants from anywhere. Vibe is integrated with multiple video conferencing apps, which means you can present with confidence both in-person and remote. 

Speaking of integration, Vibe also seamlessly integrates with more than 100 apps , like PowerPoint, Canva and more. Check out Vibe today !

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How multimedia can improve learning and instruction

• Perspective Article
• Published on: January 16, 2019

• Cognitive science |
• Education Technology |
• Effective instruction |
• Open Access

This article is based on an extract from a chapter in Dunlosky J and Rawson K (eds) The Cambridge Handbook on Cognition and Education. New York: Cambridge University Press.

Over the past 30 years, educational and cognitive psychology have amassed encouraging evidence that human understanding can be improved substantially when we add appropriate graphics to text. In short, people learn better from words and pictures than from words alone. This article explores the potential of this multimedia principle for improving how people understand communications about academic content, as measured by their ability to take what they have learned and apply it to new situations (i.e. to solve transfer The processes of applying learning to new situations problems).

Multimedia instruction

Multimedia instruction (or a multimedia instructional message) refers to a lesson containing both words and pictures, where the words can be in spoken form or printed form and the pictures can be in static form (such as illustrations, charts, graphs or photos) or dynamic form (such as animation or video). Multimedia instruction can be presented in books, in live slideshow presentations, in e-learning on computers, or even in video games or virtual reality.

In multimedia learning, pictures do not replace words, but rather work together with words to form an instructional message that results in deeper understanding. For example, consider a verbal description of how a bicycle pump works. After students listen to an explanation, they are not able to generate many useful answers to transfer questions such as the troubleshooting question, ‘Suppose you push down and pull up several times but no air comes out. What could have gone wrong?’ (Mayer and Anderson, 1991) . However, if we add a simple animation depicting the movement of the handle, piston and valves in a pump, in sync with the narration, students are able to generate more than twice as many useful answers.

How the multimedia principle works

The cognitive theory of multimedia learning is based on three key ideas from cognitive science The study of the human mind, such as the processes of thought, memory, attention and perception :

• Dual-channel principle: The human information processing system contains separate channels for verbal and pictorial information (Baddeley , 1992)
• Limited capacity principle: Only a few items can be processed in a channel at any one time (Baddeley, 1992)
• Active processing principle: Meaningful learning requires appropriate cognitive processing during learning, including attending to relevant information, mentally organising it into a coherent structure, and integrating it with relevant prior knowledge (Mayer , 2009) .

Overall, in multimedia instruction, meaningful learning occurs when the learner selects relevant words and images from the multimedia message for further processing in working memory, mentally organises the words into a coherent structure (or verbal model) and the images into a coherent structure (or pictorial model), and integrates the verbal and pictorial representations with each other and with relevant prior knowledge activated from long-term memory. The main challenge in teaching is to guide learners to engage in these processes, while not overloading their limited processing capacity in each channel of working memory. Designing effective multimedia instruction requires not only presenting the relevant material, but also guiding the learner’s cognitive processing of the material.

Implications of the multimedia principle for the classroom

Extraneous processing

The first 5 principles address the goal of reducing extraneous processing — cognitive processing during learning that does not support the instructional goal. Working memory capacity is limited, so if a learner allocates too much cognitive processing capacity to extraneous processing, there will not be enough cognitive capacity left to fully engage in essential processing (i.e. cognitive processing aimed at mentally representing the essential information in working memory) and generative processing (i.e. cognitive processing aimed at reorganising the material and integrating it with relevant knowledge activated from long-term memory).

The coherence principle is that people learn better when extraneous material is excluded rather than included (Mayer, 2009); (Mayer and Fiorella , 2014) . Extraneous material includes unneeded detail in graphics, background music, or interesting but irrelevant facts in the text. More learning occurs when the instructional message is kept as simple as possible.

The signaling principle is that people learn better when essential material is highlighted (van Gog, 2014) . Highlighting of printed text can involve the use of color, underlining, bold, italics, font size, font style or repetition. Highlighting of spoken text can involve speaking louder or with more emphasis. Highlighting of graphics includes the use of arrows, color, flashing and spotlights.

The spatial contiguity principle is that people learn better when printed words are placed near to, rather than far from, corresponding graphics (Ayres and Sweller , 2014) . Johnson and Mayer (Johnson and Mayer , 2012) reported that students performed substantially better on transfer tests when they received integrated presentations (the words placed near the part of the graphic they describe) rather than separated presentations (the words presented as a caption at the bottom of the page or screen), even though the words and graphics were identical.

The temporal contiguity principle is that people learn better from a narrated lesson when the spoken words are presented simultaneously with the corresponding graphics (such as drawings, animation or video), rather than ‘successive presentation’, when the spoken words are presented before (or after) the graphics (Ginns , 2006) .

The redundancy principle is that people learn better from narration and graphics than from narration, graphics and redundant text (Adesope and Nesbit , 2012) .

Essential processing

The next 3 principles in Table 1 are aimed at managing essential processing (i.e. cognitive processing for mentally representing the essential material in working memory).  When the material is complex for the learner, the amount of essential processing required to mentally represent the material may overload working memory capacity. In this case, the learner needs to be able to manage his or her processing capacity in a way that allows for representing the essential material.

The segmenting principle calls for breaking a multimedia lesson into manageable parts (Mayer and Pilegard , 2014) . For example, rather than presenting a 2.5-minute narrated animation on lightning formation as a continuous presentation, break it into short segments and allow the learner to click to go to the next segment, enabling them to digest one step in the process of lightning formation before going on to the next one.

The pretraining principle calls for teaching students about the names and characteristics of key elements before presenting the multimedia lesson (Mayer and Pilegard, 2014). For example, before presenting a narrated animation depicting how a car’s braking system works, students can be presented with a diagram of the braking system showing the key parts, e.g. brake pedal, piston, wheel cylinders and brake shoes.

The modality principle is that people learn better from multimedia presentations when the words are spoken rather than printed (Low and Sweller , 2014) , so the visual channel does not become overloaded by having to process both graphics and printed words.

Generative processing

The final 3 principles in Table 1 are intended to foster generative processing, that is, cognitive processing aimed at making sense of the presented material. Even if cognitive capacity is available, learners may not be motivated to use it to process the material deeply.  Social cues can help motivate learners to engage in deeper processing because people tend to want to understand what a communication partner is telling them. Thus, principles based on social cues are intended to make learners feel as if they are in a conversation with the teacher, that is, they feel that the teacher is a social partner. This approach yields the newest of the multimedia design principles, including using conversational language (personalisation principle), using an appealing human voice (voice principle), and using human-like gestures (embodiment principle).

The personalisation principle is that people learn better from a multimedia lesson when the words are in conversation style rather than formal style (Ginns et al., 2013) . For example, the words from a lesson on how the human respiratory system works could be presented in third person form (e.g. ‘the lungs’) or in first and second person form (e.g. ‘your lungs’).

The voice principle is that people learn better from multimedia lessons involving spoken words when the narrator has an appealing human voice rather than a machine voice or unappealing voice (Mayer, 2014) . An important boundary condition is that the positive impact of human voice can be overturned by the use of negative social cues such as presenting an onscreen agent that does not engage in humanlike gesturing (Mayer and DaPra , 2012) .

The embodiment principle is that people learn better from multimedia lessons in which an onscreen agent or instructor uses humanlike gesture (Mayer, 2014). For example, Mayer and DaPra (2012) presented students with a narrated slideshow lesson in which an onscreen animated pedagogical agent stood next to the slide and either displayed humanlike gestures or did not move during the lesson. Students learned better when the onscreen agent used humanlike gestures.

Boundary conditions

Each of the 11 evidence-based principles has important boundary conditions, largely consistent with the cognitive theory of multimedia learning. Some principles may apply more or less strongly, or have weaker or stronger effects, depending on, for example, working memory capacity, level of prior knowledge and complexity of the material being presented.

Multimedia learning principles in practice

What happens when we combine these principles within the context of an actual classroom? Issa et al. (Issa et al., 2013) compared how beginning medical students learned from a standard slideshow lesson or from a lesson in which the slides were modified based on multimedia design principles such as in Table 1. On a transfer test administered 4 weeks later, students in the modified group outperformed those in the standard group with an effect size of d = 1.17, even though the content was the same. This study, and similar ones (Harskamp et al., 2007) ; (Issa et al., 2011) , suggest that applying multimedia principles to the design of classroom instruction can greatly increase student learning.

• Adesope O and Nesbit J (2012) Verbal redundancy in multimedia learning environments: A meta-analysis. Journal of Educational Psychology (104): 250–263.
• Ayres P and Sweller J (2014) The split attention principle in multimedia learning. In: Mayer R (ed.) The Cambridge Handbook of Multimedia Learning . 2nd ed. New York: Cambridge University Press, pp. 206–226.
• Baddeley A (1992) Working memory. Science (255): 556–559.
• Ginns P (2006) Integrating information: A meta-analysis of spatial contiguity and temporal contiguity effects. Learning and Instruction (16): 511–525.
• Ginns P, Marin A and Marsh H (2013) Designing instructional text for conversational style: A meta-analysis. Educational Psychology Review (25): 445–472.
• Harskamp E, Mayer R and Suhre C (2007) Does the modality principle for multimedia learning apply to science classrooms? . Learning and Instruction (17): 465–477.
• Hattie J (2009) Visible Learning. New York: Routledge.
• Issa N, Schuller M, Santacaterina S, et al. (2011) Applying multimedia design principles enhances learning in medical education. Medical Education (45): 818–826.
• Issa N, Mayer R, Schuller M, et al. (2013) Teaching for understanding in medical classrooms using multimedia design principles. Medical Education (47): 388–396.
• Johnson C and Mayer R (2012) An eye movement analysis of the spatial contiguity effect in multimedia learning. Journal of Experimental Psychology: Applied (18): 178–191.
• Low R and Sweller J (2014) The modality principle in multimedia learning. In: Mayer R (ed.) The Cambridge Handbook of Multimedia Learning. 2nd ed. New York: Cambridge University Press, pp. 227–246.
• Mayer R (2009) Multimedia Learning. 2nd ed. New York: Cambridge University Press.
• Mayer R and DaPra C (2012) An embodiment effect in computer-based learning with animated pedagogical agent. Journal of Experimental Psychology: Applied (18): 239–252.
• Mayer R and Fiorella L (2014) Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity. In: Mayer R (ed.) The Cambridge Handbook of Multimedia Learning . 2nd ed. New York: Cambridge University Press, pp. 345–368.
• Mayer R and Pilegard C (2014) Principles for managing essential processing in multimedia learning: Segmenting, pretraining, and modality principles. In: Mayer R (ed.) The Cambridge Handbook of Multimedia Learning. 2nd ed. New York: Cambridge University Press, pp. 379–315.
• Mayer R (2014) Principles based on social cues in multimedia learning: Personalization, voice, image, and embodiment principles. In: Mayer R (ed.) The Cambridge Handbook of Multimedia Learning. 2nd ed. New York: Cambridge University Press, pp. 345–368.
• Mayer R and Anderson R (1991) Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology (83): 484–490.
• van Gog T (2014) The signaling (or cueing) principle in multimedia learning. In: Mayer R (ed.) The Cambridge Handbook of Multimedia Learning . 2nd ed. New York: Cambridge University Press, pp. 263–278.

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• Open access
• Published: 08 December 2023

Multimedia use and its impact on the effectiveness of educators: a technology acceptance model perspective

• Xuan Tang   ORCID: orcid.org/0000-0001-9557-2068 1 ,
• Siti Rohaida Binti Mohamed Zainal 1 &
• Quan Li 2  

Humanities and Social Sciences Communications volume  10 , Article number:  923 ( 2023 ) Cite this article

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• Cultural and media studies
• Science, technology and society

Amidst the contemporary shifts within early childhood education (ECE) in China, the significance of multimedia tools and their effective deployment by educators is increasingly paramount. Situated within the theoretical underpinnings of the Technology Acceptance Model (TAM), this inquiry elucidates the intricate dynamics between the Perceived Usefulness (PU) and Perceived Ease of Use (PEU) of said tools and their consequential influence on educators’ effectiveness. Empirical data gleaned from a rigorous quantitative survey of 400 educators within ECE institutions in Guangdong Province underscore the importance of PU and PEU as determinants of the successful assimilation of multimedia tools, thereby influencing the pedagogical efficacy of educators. There are several implications of this investigation. The study primarily contributes to the academic discourse by bridging a discernible lacuna and offering insights into multimedia tool adoption dynamics within the specific milieu of ECE in China. The findings have implications for a spectrum of stakeholders, from multimedia tool developers to educational policy-makers, underscoring that tools, to be truly transformative, must be perceived as both intrinsically valuable and user-centric. Notwithstanding the robustness of the findings, the geographically circumscribed focus on Guangdong Province warrants prudence in generalizing insights across China. This suggests the need for future scholarly endeavours to broaden the research purview across diverse provinces, aspiring to provide a more holistic understanding of the dynamics of multimedia tool integration within China’s expansive ECE domain.

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Introduction.

In the contemporary landscape, rapid advancements in multimedia technologies are significantly transforming educational practices worldwide (Shunkov et al., 2022 ). This technological shift is especially pronounced in China’s Early Childhood Education (ECE) sector (Nisak et al., 2022 ), where professionals educators play a pivotal role. These roles emphasise their contributions that extend beyond conventional teaching to a wide range of nurturing, mentoring, and developmental responsibilities. The emergence of the educator aligns with directives from China’s central government in 2019 (Central People’s Government of the People’s Republic of China, 2019 ). However, as multimedia tools become increasingly embedded in educational arenas, educators are challenged with leveraging their capabilities to optimize their effectiveness (Sudarsana, 2018 ).

Using multimedia tools extends beyond mere access; it encompasses acceptance and skilful implementation of such technologies. In this context, the Technology Acceptance Model (TAM) offers a comprehensive framework to decipher the variables affecting technology utilization (Davis et al., 1989 ). A noticeable void exists in the current literature regarding the influence of multimedia on educator effectiveness in China, signalling a research opportunity.

Addressing this gap, our study delves into how multimedia applications, grounded in TAM principles, impact educator effectiveness in Guangdong Province, China. The research makes multiple contributions. Primarily, it shapes educational strategies and methodologies by shedding light on factors influencing educator effectiveness in multimedia applications. Furthermore, employing TAM to analyse multimedia dynamics as used by educators, this study introduces a fresh perspective, especially considering the specific cultural and regional background.

This research endeavours to elucidate multimedia utilization and its repercussions on educators’ effectiveness. We aim to explore the interplay of TAM variables, including Multimedia of Perceived Usefulness (PU), Perceived Ease of Use (PEU), and their bearing on Educators’ Effectiveness (EE) in Guangdong Province, China. To realize this, a quantitative survey method is adopted, targeting educators from the province’s ECE domain.

Our study’s paramount contribution lies in the novel application of TAM to ECE in China. The insights promise to demystify the determinants fuelling the successful integration of multimedia technologies in education, potentially amplifying educator effectiveness and enriching ECE quality (Livingstone et al., 2019 ). Consequently, this inquiry stands at the juncture of technology acceptance, education, and productivity, heralding both theoretical innovations and tangible enhancements in the domain.

Literature review

Conceptualization and role of educators in early childhood education.

China’s evolving ECE landscape, particularly in Guangdong Province, has led to the emergence of educators as a distinctive role that unifies educational and caregiving responsibilities (Kong, 2023 ; Zhao et al., 2022 ). These professionals cultivate children’s holistic development and facilitate a vital communication bridge between homes and educational institutions (Arvola et al., 2021 ). Nevertheless, Guangdong’s flourishing ECE sector must also grapple with maintaining quality standards and addressing the scarcity of adequately trained educators (Oon et al., 2019 ).

The educator role originated from the unique societal and policy context in China. The pivotal turning point came in 2019 when the Chinese central government decreed the provision of care services for infants and toddlers under three years of age (Central People’s Government of the People’s Republic of China, 2019 ). Consequently, the scope of the role expanded beyond traditional educational duties to incorporate professional caregiving services. This broader remit led to reconsidering the term ECE educator and represents a more refined classification within ECE, acknowledging these professionals’ distinct and substantial contributions during children’s critical early developmental stages.

The emergence of this role has its challenges. The scarcity of qualified educators and escalating demand for ECE services have heightened concerns regarding the quality of care and education in some contexts. Moreover, the inconsistent availability of ongoing professional development opportunities, critical for enhancing educators’ competencies and practices, compounds these challenges (Logan et al., 2020 ).

Efforts towards improving ECE are evident in China’s ongoing policy initiatives, encompassing national and regional strategies to enhance early childcare services (Central People’s Government of the People’s Republic of China, 2019 ; Guangdong Provincial People’s Government, 2020 ). As the integration of new media technology becomes more commonplace in ECE settings, educators are poised at the intersection of numerous opportunities and challenges within this rapidly evolving educational milieu.

Multimedia technologies in early childhood education: adoption and integration

Multimedia technologies, a critical facet of modern education, encompass interactive, digital, and combined media to enhance teaching and learning experiences (Neo and Neo, 2004 ). This includes digital tools, such as tablets, software applications, video and audio tools, interactive whiteboards, and online platforms. They enable a combination of text, graphics, sound, animation, and video to create engaging, multisensory learning environments (Kamran, 2019 ).

In today’s technological environment, these multimedia technologies have markedly influenced global ECE practices, including those in China. Recognizing the pivotal role technology plays in education, the Chinese government has been proactively fostering its integration, catalysing technology adoption within ECE environments (Adarkwah, 2021 ).

Many digital tools and resources have been ingeniously woven into China’s ECE curricula to enhance children’s learning experiences and facilitate the acquisition of essential 21st-century competencies (Weng and Li, 2018 ). In addition, the proliferation of multimedia technologies has diversified communication and collaboration channels among educators, children, and parents, enabling remote and flexible learning paradigms (Anderson and Rivera Vargas, 2020 ). Government initiatives, such as the “Internet Plus” education strategy and the “National Outline for Medium and Long-term Education Reform and Development (2010–2020)”, illustrate China’s commitment to encouraging technology use in educational settings, including ECE (Li et al., 2016 ).

However, the extent of multimedia technology integration within Chinese ECE contexts varies and is influenced by factors such as geographical location, funding availability, and access to resources (Luo et al., 2023 ). While urban ECE institutions equipped with advanced digital resources are typically at the vanguard of this shift, rural institutions grapple with infrastructural, financial, and access-related challenges (Hu et al., 2021 ).

Given this scenario, there is a critical need for professional development and training programs that equip educators with the necessary skills to efficiently integrate multimedia technologies into their pedagogical practices. Thus, understanding the factors contributing to successful technology adoption in Chinese ECE settings and the specific roles and experiences of educators within technology-enhanced ECE environments is a crucial avenue for future research.

Implications of multimedia technologies in early childhood education: opportunities and challenges

Multimedia technologies’ integration within ECE offers notable benefits but, at the same time, poses some challenges. A thorough understanding of both aspects is instrumental to enhancing the practical application of technology in ECE settings.

Multimedia technologies stand to significantly improve children’s learning experiences (Naluwooza et al., 2023 ). They foster learner engagement, enable personalized learning experiences, and expand access to diverse learning resources (Ismoilovich and Ravshanbekovich, 2023 ). With multimedia-enhanced learning activities, children can develop critical 21st-century skills such as creativity, problem solving, and critical thinking (Alzubi, 2023 ). Furthermore, multimedia technologies offer educators refined methods for assessing learner progress and addressing individual needs. They enhance stakeholder communication and collaboration and provide the groundwork for flexible, remote learning environments. Finally, they can foster continuity between home and school learning environments (Sonnenschein et al., 2021 ).

However, incorporating multimedia technologies into ECE settings is challenging (Lindeman et al., 2021 ). For example, excessive screen time poses potential risks to children’s physical health and social development (Kaimara et al., 2022 ). Organizations such as the American Academy of Paediatrics advise limited screen time for young children and underscore the importance of educator and parental supervision (Przybylski, 2019 ).

Educators may also need help integrating technology into their practices due to technical skill gaps, inadequate training, or resource limitations (Hu et al., 2021 ). These challenges necessitate ongoing professional development and adequate support for educators.

The digital divide—a disparity in access to digital resources—can intensify existing inequalities in educational opportunities among children from different socioeconomic backgrounds (Reddick et al., 2020 ). Thus, ensuring equitable access to multimedia technologies is critical to delivering inclusive, high-quality ECE experiences.

Hence, despite the manifold benefits multimedia technologies offer for ECE, it is vital to navigate the associated challenges to ensure meaningful, effective, and equitable technology integration. Understanding educators’ experiences within technology-enhanced ECE environments and identifying the factors influencing successful technology adoption are critical steps towards optimizing multimedia technology use in early childhood education.

The intersection of multimedia efficacy and educator efficiency: bridging prior research with current inquiry

The multimedia integration in ECE is not just a matter of technological innovation; it represents a significant shift in pedagogical practices and educator roles. This nexus between technology and education offers a compelling backdrop to understand the evolving role of educators and the factors that affect their effectiveness.

Mertala ( 2019 ) highlighted the nuanced roles of teachers beyond imparting education. They also attend to students’ emotional, physical, and social needs and their role in society. Teachers’ beliefs and attitudes become paramount when introducing technology, especially multimedia tools, into the educational sphere. Mertala suggests that there is a critical role that educators’ beliefs play in shaping their approach to technology. However, while Mertala brings to light the importance of beliefs, there is a gap in understanding how these beliefs directly influence the effectiveness of educators in utilizing multimedia in their teaching.

Drawing insights from Latini et al. ( 2020 ), the choice of medium for reading, whether print or digital, has been shown to affect comprehension processes. Their study suggests that participants exhibited more integrative processing with printed than digital materials. This raises critical questions about the potential challenges educators might face while leveraging multimedia resources. If comprehension is affected by the medium, then understanding how this affects the effectiveness of educators in imparting knowledge remains to be fully explored.

Li et al. ( 2019 ) extensively analysed multimedia learning trends over two decades. While they identified prevailing themes and trends, such as the importance of cognitive load and animation in multimedia learning, their practical application and impact on educator effectiveness are underresearched. Knowing the trends is essential, but how they align with the day-to-day practices of educators and their efficacy in diverse educational settings is an area our study seeks to explore further.

Gong ( 2022 ) discussed the confluence of multimedia technology and children’s drama education. The study highlighted the promising potential of human–computer interaction technologies in preschool drama education. However, while the tools and methodologies are advancing, understanding the nuances of how educators adapt to and effectively implement these tools in their curriculum is a dimension that needs to be deeply examined by Gong.

Last, Coskun and Cagiltay ( 2022 ) used eye-tracking metrics to understand learners’ cognitive processes in animated multimedia settings. Their insights provide a nuanced understanding of the relationship between design, attention, and learning outcomes. However, how educators can harness this understanding to improve their effectiveness, especially when animations and simulations become standard tools, remains an area with potential for further inquiry.

Our research aims to fill the gaps identified above by examining the direct impact of multimedia tools and methodologies on the effectiveness of educators. We seek to understand how these multimedia advancements, while promising on the surface, translate into real-world effectiveness in educational contexts, especially in Guangdong Province. Our inquiry aims to provide a more grounded perspective that juxtaposes the promise of multimedia with the practical realities and challenges faced by educators.

Theoretical framework and hypothesis development

Overview of the technology acceptance model (tam).

The Technology Acceptance Model (TAM), developed by Davis et al. ( 1989 ), is a seminal theoretical framework in information systems (Granić, 2023 ). Crafted to predict and understand user acceptance and utilization of information technology, TAM pivots around two principal determinants: Perceived Usefulness (PU) and Perceived Ease of Use (PEU) (Warsono et al., 2023 ).

As shown in Fig. 1 , both PU and PEU are directly linked to an individual’s Behavioural Intention to Use (BIU), a system within the TAM framework. When educators perceive multimedia technology to be advantageous (PU) and user-friendly (PEU), their intention to integrate and employ that technology (BIU) increases. This intention ultimately materializes as Actual System Use, representing the integration and use of multimedia tools in their teaching methods.

Technology Acceptance Model.

In the context of our research, which probes the effects of multimedia on the effectiveness of educators, TAM serves as an instrumental analytical framework. Utilizing TAM, we can systematically analyse how educators evaluate multimedia technologies regarding their perceived advantages and user accessibility. Furthermore, by integrating specific external variables pertinent to the educational realm—such as institutional guidelines, pedagogical training, or curriculum directives—we can direct our insights towards the factors influencing the acceptance and adaptation of multimedia tools by educators.

Building on these theoretical foundations, our research model and hypotheses will explore the complex interplay between perceived ease of use, perceived usefulness, and the diverse external variables that influence an educator’s decision to incorporate multimedia technologies into educational strategies.

Applying TAM to this study

The TAM has become instrumental in probing the determinants driving technology adoption, especially within educational landscapes. It is highly pertinent when integrating multimedia technology into teaching paradigms. At the heart of this examination lies the quest to discern educators’ perspectives on the benefits and ease of using such multimedia tools. Based on the solid foundations of TAM, the present study seeks to debunk the hidden correlations between educators’ adoption of multimedia technology and their subsequent effectiveness.

Two pivotal independent variables underscore this inquiry. First, the PU serves as a barometer measuring the extent of educators’ conviction that multimedia tools can bolster the quality of their pedagogical endeavours. This translates into gauging the level of agreement among educators that multimedia-rich content can curate a learning experience that is in-depth and interactive for students. Complementing this is the second variable, PEU, which focuses on the anticipations of educators regarding how seamlessly multimedia technology can be woven into their teaching fabric. The underlying contemplation is whether educators perceive these technologies as intuitive additions to their teaching arsenal, bereft of any substantial impediments.

By synthesizing these several strands, the focal point that emerges is the dependent variable of Educators’ Effectiveness (EE). This encapsulates the tangible, positive repercussions observed when multimedia instruments are deployed in instructional settings. Effectiveness is broadly conceived, ranging from a palpable surge in student engagement to discernible strides in learning outcomes or even the clarity of feedback on delivered content.

Based on the above, we formulate the following hypotheses. Figure 2 shows the variables and their hypothesized relationships.

Research Model.

Hypothesis 1 (H1): The PU of multimedia tools significantly affects EE.

Hypothesis 2 (H2): The PEU of multimedia tools significantly affects EE.

Hypothesis 3 (H3): PEU significantly affects the PU of multimedia tools among educators.

Methodology

Questionnaire design and measurement items.

This study leverages a quantitative research design and employs a meticulously crafted questionnaire to extract insights from educators, parents, and other pivotal stakeholders within ECE in Guangdong Province, China. The focus is to elucidate participants’ demographics and perceptions of multimedia technology’s PU and PEU and its influence on the effectiveness of educators in ECE.

Our questionnaire is influenced by the foundational works of Davis et al. ( 1989 ) and Seligman ( 2001 ) for the PU and PEU dimensions. Notably, while Seligman’s original research revolved around computer-based patient records (CBPR), we adapted his items, replacing “CBPR” with “multimedia technology in ECE” to better fit our study context. A 5-point Likert scale was used for all items covered by the variables, with 1 indicating strong disagreement and 5 indicating strong agreement.

Below Table 1 presents the dimensions, their corresponding items, the item number, and the originating sources:

Deploying this questionnaire on Questionnaire Star ( https://www.wjx.cn/ ) aligns with our commitment to accessibility and participant data protection. This online format guarantees a streamlined data collection process, reaching a wider sample base. Furthermore, all collected data are safeguarded through strict measures, ensuring participant confidentiality. The gathered data will be statistically analysed to identify pertinent patterns and relationships.

Sampling technique and sample size

A cluster sampling technique was employed to ensure that the study sample adequately represented the target population of educators in Guangdong Province. The process involves grouping participants based on their roles and geographical locations and ensures the inclusion of diverse perspectives while accounting for the potential variation in experiences with technology-enhanced ECE across different settings.

Utilizing Cochran’s ( 1977 ) method for determining sample size in survey research, it was possible to determine the ideal sample size for this study.

where: n 0  = required sample size; Z = Z score (1.96 for a 95% confidence level); p  = estimated proportion of the population with the characteristic of interest (0.5, if unknown); q = complementary proportion (1-p); E = margin of error (e.g., 0.05 for a 5% margin of error)

As reported by Shen ( 2022 ) and cited by the official website of the National People’s Congress of the PRC (2022), there are ~90,000 educators employed in over 5400 early childhood education institutions within Guangdong Province.

To initiate the process, the complementary proportion (q) is computed:

Subsequently, the values are input into Cochran’s formula:

Consequently, with a margin of error of 5%, the estimated sample size for this study is ~384 participants.

Using Cochran’s formula and the stratified random sampling technique will enhance the study’s internal and external validity, ensuring that the findings can be generalized to the broader population of educators within Guangdong Province.

Based on the data needs described above, we employed a systematic and purposive sampling strategy to select participating institutions and educators within our data sampling pool. Based on information from the Infant Care and Early Development Industry Association of Guangdong Province China ( 2023 ), 225 ECE member institutions are located across various cities in Guangdong Province, China.

Our first step involved the systematic sampling of institutions. We selected every fifth institution from the Infant Care and Early Development Industry Association list to ensure broad coverage. Given our population size of 225 institutions, this systematic selection yielded a sample of 45 institutions.

Following the selection of institutions, we employed purposive sampling to select educators within these chosen establishments. Our goal is to achieve a target sample size of 384 educators. Therefore, we aim to disseminate approximately ten questionnaires per institution, adjusting the exact number slightly based on the total number of educators available at each institution.

Data analysis

Utilizing the SPSSAU tool (The SPSSAU Project, 2023 ), this study used descriptive and inferential statistical methodologies. Descriptive statistics offered insight into data features, encompassing central tendencies and variability metrics. The questionnaire’s reliability, construct validity, and item analysis were assessed.

Structural equation modelling (SEM) was then employed through the abovementioned analysis tool to decipher relationships between observable variables and underlying constructs, such as the influence of Innovative Behaviour on Professional Community and Shared Leadership. Through these methods, the study empirically addressed the research hypotheses.

Results and analysis

From August 2 to August 11, 2023, we distributed questionnaires to 450 educators affiliated with institutions that are members of the Infant Care and Early Development Industry Association. We received 400 valid responses; the response rate was high at 89%, representing substantial participation from the targeted educators.

Participants’ demographic information

This section provides a detailed breakdown of the demographic data of the participants who took part in the survey, as shown in Table 2 . A total of 400 respondents participated, and their demographic information spans five main categories: gender, age, education level, years of experience in their current role, and the location of their ECE institution.

From Table 2 , most participants were female, representing 70.75% of the total respondents. Most participants were between the ages of 25 and 45, with the largest group being those aged 35–45. The predominant education level was a vocational/technical diploma, held by 48.75% of participants. Most respondents had 1–3 years of experience in their current role, and a significant majority, 90.25%, were associated with ECE institutions located in urban areas.

Reliability and validity

In our study, the reliability of the questionnaire was measured using Cronbach’s alpha for the 24 items, as shown in Table 3 . Based on a sample of 400 respondents, the calculated Cronbach’s alpha was 0.958. Generally, in social science research a Cronbach’s alpha value above 0.7 is acceptable, suggesting that the questionnaire items have good internal consistency.

As shown in Table 4 , the KMO statistic was calculated to be 0.966. A KMO value close to 1 suggests that patterns of correlations are relatively compact, and, hence, factor analysis should yield distinct and reliable factors. Specifically, KMO values greater than 0.8 are considered significant, indicating that the dataset is suitable for factor analysis. Moreover, Bartlett’s Test data also support this view, as shown in Table 4 .

Items analysis

The data in Table 5 compare the means (M) and standard deviations (SD) for PU, perceived PEU, and EE between the low and high groups. All items for PU, PEU, and EE consistently show statistically significant differences between the low and high groups, as evidenced by p values that are all <0.01. The asterisks also reinforce this, which denote significance at the 0.01 level.

For the PU items, the low group’s mean values range between 2.58 and 2.82, whereas the high group’s mean values are between 4.32 and 4.51. The t values (or CR values) for these comparisons are all significantly large, ranging from 10.090 to 13.023, further affirming the robustness of the difference between the two groups. Similarly, for the PEU items, the low group’s means are between 2.72 and 2.94, while the high group’s means span from 4.39 to 4.52. Their t values (CR) fluctuate from 10.412 to 12.476, emphasizing the marked distinction in perceived ease of use between the two groups. Last, concerning EE items, the low group’s means are from 2.49 to 2.85, while the high group’s means are more elevated, ranging from 4.37 to 4.58. The t values for these items vary between 10.803 and 14.269, with the latter being the highest t value in the entire table, indicating the most significant difference observed between the low and high groups for item EE-1.

Hence, the evident difference in mean scores across all items for PU, PEU, and EE between the low and high groups suggests a marked difference in the perceptions of usefulness, ease of use, and effectiveness of multimedia tools between these two categories. The consistently significant p values solidify this observation, underscoring that these differences are statistically significant and not due to random chance.

Figure 3 shows the average scores for each item, giving us an overall picture of respondents’ attitudes and values towards the question.

For the PU measures, the average responses range between 3.795 and 3.875. This suggests that participants, on average, leaned towards agreeing that the multimedia tools were helpful, as these scores are closer to 4 on a 5-point scale. The slight variations within this range are subtle, with PU-4 having the highest mean value of 3.875, indicating that this aspect of perceived usefulness had the highest agreement among respondents. Regarding the PEU domain, the average responses span from 3.845 to 3.935, which implies that participants typically found multimedia tools relatively easy to use. The highest average value is for PEU-3 at 3.935, which might indicate a specific feature or aspect of the multimedia tool that was particularly intuitive for the respondents. For EE, the mean values fluctuate between 3.853 and 3.947. These values again tilt towards the higher end of the scale, signifying that, on average, participants felt that multimedia tools enhanced the effectiveness of educators. Within this domain, EE-7 registers the highest mean value of 3.947, suggesting that participants most recognized or valued this specific dimension of effectiveness.

SEM analysis

Table 6 presents various metrics assessing the fit of a statistical model.

A central focus is on the chi-square statistic (χ 2  = 394.034) with degrees of freedom (df) of 249. Although the p value is significant at 0.000, caution should be exercised when interpreting this result, as chi-square is known to be sensitive to sample size. A more informative indicator might be the chi-square to degrees of freedom ratio (χ2/df). This ratio stands at 1.582, well below the recommended threshold of 3, suggesting an acceptable fit of the model.

Several goodness-of-fit indices support this observation: the goodness-of-fit index (GFI = 0.927), comparative fit index (CFI = 0.983), normed fit index (NFI = 0.955), and nonnormed fit index (NNFI = 0.981) all exceed the desired threshold of 0.9. Moreover, the root mean square error of approximation (RMSEA) is 0.038. Values below 0.05 frequently signify a strong alignment with the data, although values up to 0.08 are acceptable. This observation further reinforces the proposition of a model that fits well. The evaluation above is additionally supported by the RMSEA 90% Confidence Interval, which spans from 0.031 to 0.045, falling within the permitted range.

In addition, the standardized root mean square residual (SRMR) of 0.024 further supports the adequacy of the model’s fit, as values below 0.1 are typically considered favourable. Other indices, such as the AGFI (0.912), IFI (0.983), PGFI (0.769), PNFI (0.862), and PCFI (0.887), further reinforce the robustness of the model’s fit to the observed data.

The presented fit indicators consistently signal a satisfactory model fit to the data, making it a robust foundation for drawing subsequent inferences.

Table 7 comprehensively delineates the predictive relationships between various constructs. Examining these relationships offers a panorama of the associations and their strengths, highlighting the constructs’ ability to predict various outcomes.

The nonstandardized regression coefficients and standard errors present the raw associations between the predictor and the outcome variables. Meanwhile, the z (critical ratio value) and p values provide statistical indicators for the significance of these relationships. The standardized regression coefficients provide insight into the relative strength of the relationships, adjusting for the scales of the variables.

A closer look at the relationships suggests that PU, PEU, and EE are significant predictors for their respective outcome variables, as evidenced by p values consistently being less than 0.001.

For instance, the association between PU and EE reveals a nonstandardized coefficient of 0.227, with a standardized value of 0.242, underscoring a moderate yet significant relationship. Similarly, PEU’s influence on PU and EE stands out, particularly with a substantial effect on PU, as shown by a standardized coefficient of 0.506. Such findings emphasize the central role these predictors play in determining the outcomes.

Moreover, the predictors’ relationships with their respective measures, such as PU’s association with PU-1 to PU-6 and EE’s influence on EE-1 to EE-12, are all statistically robust. This is evident from the significant critical ratio values and the consistently significant p values.

In essence, the table provides a comprehensive view of the regression relationships, underscoring the robustness and significance of the predictors in explaining the variances in their corresponding outcomes. This analytical exposition aids in understanding the crucial pathways and associations in the studied context, offering valuable insights for scholars and practitioners alike.

Figure 4 illustrates the research model, visually mapping the intricate relationships between constructs reinforced by the standardized regression coefficients and offering a concise graphical summary of the statistical findings presented in the Model Regression Coefficient Summary Table.

Research Model with Data Testing.

Our study aimed to explore the potential relationships between multimedia tools and PU and PEU and the resultant effects on EE. Drawing on the data and subsequent analyses, we arrive at the following conclusions concerning the hypotheses.

PU of multimedia tools significantly affects EE

Our data robustly support this hypothesis, showing a significant positive regression coefficient of 0.227 ( p  < 0.001, standardized coefficient: 0.242). This reveals a clear connection between the perceived value of multimedia tools and the resulting effectiveness of educators. In essence, when multimedia tools are perceived as valuable and relevant, educators are more likely to integrate them effectively into their teaching and care methods, leading to enhanced outcomes in early childhood education. This highlights the inherent need for developers and policy-makers to ensure that multimedia tools are not only technologically advanced but also cater directly to the practical needs of educators.

PEU of multimedia tools significantly affects EE

The hypothesis is strongly supported by our findings, reflected by a significant regression coefficient of 0.493 ( p  < 0.001, standardized coefficient: 0.487). The implications of this are profound. If educators find multimedia tools cumbersome or nonintuitive, even the most advanced features can be underutilized, undermining potential educational benefits. The ease with which these professionals can navigate and apply multimedia tools directly impacts their ability to harness their full potential, directly influencing the quality of the education and care provided.

PEU significantly affects the PU of multimedia tools among educators

The data offer a solid endorsement for this hypothesis, with a regression coefficient of 0.545 ( p  < 0.001, standardized coefficient: 0.506). This suggests a symbiotic relationship between ease of use and perceived value. If a multimedia tool is user-friendly, its perceived utility among educators increases, making it more likely to be integrated into their daily routines. This intertwining of utility and usability underscores the importance of holistic tool design, where functionality and user experience are both prioritised.

Overall, the conclusions drawn from our hypotheses provide a compelling narrative about the importance of both perceived usefulness and ease of use in the context of multimedia tools for educators. It is not merely about creating technologically sophisticated tools; it is about ensuring they align with the practical needs and comfort levels of educators. As the landscape of early childhood education in China continues to evolve, these insights offer critical guidance for both tech developers and educational policy-makers, emphasizing the need for tools that are both potent and accessible.

The intricate connection between technology, specifically multimedia tools, and education has been extensively examined in academic research. With the ever-evolving landscape of digital learning, it is imperative to understand the factors that influence the successful adoption and effectiveness of these tools. Our study, rooted in this context, offers several insights that warrant discussion.

First, our findings align with the broader literature that emphasizes the role of PU in technology adoption. The significant effect of PU on EE aligns with the tenets of the TAM, which posits that the perceived usefulness of technology is a primary determinant of its acceptance and use. This result underscores the importance for developers and educators alike to ensure that multimedia tools incorporate advanced features and are genuinely helpful in the intended context.

Our observation on the role of PEU sheds light on a critical aspect of technology implementation in educational contexts. The positive influence of PEU on educators’ effectiveness is a testament to the age-old adage: simplicity is the ultimate sophistication. It is about more than having a tool with many features; its potential benefits remain unrealized if it is not user-friendly. The influence of PEU on PU further cements the notion that tools perceived as easy to use are also deemed more practical. This interconnectedness suggests that usability and utility are not mutually exclusive but intertwined dimensions that educational technology developers must address concurrently.

In addition, the robust effect size of the relationship between PEU and PU is noteworthy. While usefulness is paramount, the ease with which educators can harness this usefulness is equally critical. This has significant implications for training and professional development programs. As institutions introduce new multimedia tools, they must ensure that support mechanisms are in place to make the transition smooth for educators.

However, our study is not without its limitations. Factors such as cultural nuances, institutional peculiarities, or regional specifics might affect the observed relationships. It is also relevant to highlight that our survey was conducted exclusively in Guangdong Province. As such, the findings may not be generalizable to other provinces in China, suggesting the need for caution when interpreting the outcomes.

In conclusion, our investigation stresses the significance of the association between perceived usefulness and ease of use in determining the effectiveness of multimedia tools for educators. As we navigate deeper into the digital age, these revelations serve not just as scholarly reflections but as essential guideposts for stakeholders straddling technology and education, mapping out the trajectory of digital education.

Directions for future studies

Given the geographical limitation of our study in Guangdong Province, future research could explore similar dynamics in other provinces of China to ascertain the generalizability of our findings. Cross-provincial comparisons might identify regional variances in the adoption and effectiveness of multimedia tools. In addition, longitudinal studies could be conducted to track changes in perceptions and usage patterns over time, offering insights into the evolving nature of digital learning. There is also a potential avenue to delve deeper into specific multimedia tool features and their direct impact on educators’ teaching methodologies and student outcomes. Ultimately, as technology continues to permeate educational settings, it is imperative for research to stay abreast of these developments, ensuring that tools are both relevant and effective in the ever-changing educational landscape.

Data availability

The data are not publicly available due to privacy protection. The data that support the findings of this study are available on reasonable request from the corresponding author.

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XT: Significantly contributed to establishing the conceptual framework and defining the research objectives. Led the primary data collection efforts and was instrumental in the extensive drafting and composition of the manuscript, ensuring a comprehensive presentation of the research findings. SRBMZ: Provided invaluable guidance and oversight throughout the research process. Her contributions were critical in refining the manuscript, offering essential insights for its improvement, and rigorously correcting any errors, thereby upholding the academic integrity and quality of the work. QL: Assisted effectively in the systematic collection of data. Responsible for the creation and curation of graphical elements and charts within the manuscript, enhancing its visual appeal and clarity. In addition, conducted thorough proofreading of the document, focusing on refining its linguistic accuracy and textual coherence.

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Tang, X., Zainal, S.R.B.M. & Li, Q. Multimedia use and its impact on the effectiveness of educators: a technology acceptance model perspective. Humanit Soc Sci Commun 10 , 923 (2023). https://doi.org/10.1057/s41599-023-02458-4

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Multimedia in Education

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• Abhaya Asthana 2  

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Multimedia combines five basic types of media into the learning environment: text, video, sound, graphics and animation, thus providing a powerful new tool for education.

Introduction

The world in which we live is changing rapidly and the field of education is experiencing these changes in particular as it applies to Media Services. The old days of an educational institution having an isolated audio-visual department are long gone! The growth in use of multimedia within the education sector has accelerated in recent years, and looks set for continued expansion in the future [ 1 – 6 ].

Teachers primarily require access to learning resources, which can support concept development by learners in a variety of ways to meet individual learning needs. The development of multimedia technologies for learning offers new ways in which learning can take place in schools and the home. Enabling teachers to have access to multimedia learning resources, which support constructive concept...

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Asthana, A. (2008). Multimedia in Education. In: Furht, B. (eds) Encyclopedia of Multimedia. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-78414-4_140

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Center for Teaching

Multimedia presentations.

More and more professors are using presentation technologies to bring visual aids into their classroom. More and more students expect a professor to distribute lecture slides to the class, either in hard copy or via the World Wide Web.

Professors deciding to use such slides in their teaching face many questions. What sorts of material should go on the slides? Are there limits to the amount of text one should put on a slide? How does one arrange the material for optimum viewing? Should the slides be distributed before class, after class, or not at all? If one decides to distribute them, should one do that in hard copy or via a course web site?

An instructor’s use of visual aids in teaching, like other elements of the teaching practice, should be congruent with the instructor’s general approach to teaching. However, there are general rules and guidelines that the instructor can follow; we attempt to develop some of these below. On this page we present briefly stated rules and guidelines and also provide some links to other resources for those who would like more information.

• General guidelines for slide design
• Suggestions for uses of slides
• Links to other web-based resources

General Guidelines for Slide Design

Font selection.

• Sans serif fonts are better than serif fonts. Serif fonts have small embellishments or lines at the base of each letter. These embellishments make it easier to follow a line of text on the printed page, but they are a distraction on a screen. So select a sans serif font (like Helvetica or Arial) instead of a serif font (like Times New Roman) for your PowerPoint slides.
• Font size is crucial. You can find many rules for determining the proper font size for a particular presentation setting. A good general rule is to use at least 28 point for body text and 38 point for heading text.

Working with colors.

• Remember that some (perhaps 5 – 10%?) of people are colorblind, so avoid using such color combinations as red text on a green background.
• Standard advice is to use light text on a dark background in projected presentations, but pay attention to the strength of the image projected by the projector. One graphics person suggested yellow text on an indigo background. (There are some who recommend dark text on a light background if the room is large.) (Note: if you’re using transparencies and an overhead projector, don’t use dark backgrounds.)
• Pay attention to how different colors go together, and remember that the shades you see on your monitor are not necessarily the ones you’ll see when projecting your presentation.

Text and white space.

• Blank space on a slide is important – as a general rule, if you find yourself wanting to reduce the font size so that you can get more text on the screen, it’s probably a good idea to consider redesigning the slide so that you have less text on it.
• The standard limit is either 7 x 7 (seven lines, no more than seven words each) or 5 x 5 (five lines, no more than five words each) on each slide.

Suggestions for Uses of Slides

If you’re using slides to illustrate and/or  support a lecture …..

• Remember that lecture notes on a slide play a different role in a lecture than do lecture notes that only the lecturer can see. If you try to make them play the same role, you’re likely to find students reading your slides instead of listening to you.
• List major points of your lecture. Several of the major points might stay on the screen as you develop each of them in turn, providing a way for those listening to the lecture to place each point in the larger context.
• List important terms. Again, one slide with several terms might remain on the screen for some time, allowing you to refer to each of them as you introduce them in your lecture.
• Illustrate with images. Sometimes a picture can make words worth much more than they are without the picture.

While instructors tend to think of lectures when they think of using visual aids in teaching, images can also be used to  support classroom discussions .

• Move participants through stages of understanding. Suppose you have a discussion in which students are asked to work together to analyze a dataset and reach a particular conclusion about the dataset. You could begin with a slide that presents the dataset in a disorganized way and ask the students to work together to identify patterns. As the discussion progressed to identify patterns that you would expect students to identify, you might then present a slide that showed these patterns. The discussion would proceed, supported at each stage by a slide that exhibited the patterns identified at that stage.
• Take, organize, project real-time notes on discussion. Students often take notes during a discussion. Have students take turns serving as primary notetaker for the discussion, recording these notes in real time in a word processor projected onto the screen. Students develop the skill of recording and organizing information as a discussion is taking place. Moreover, these notes are in electronic form and therefore easily revised and reproduced. Notes taken in one class session can provide the basis for discussions later in the term.
• Organize small-group work. If you have students working in small groups, you can put prompts for group work on slides that are projected as the students do their work. You could move students gently from one stage to the next by changing the prompts.
• PowerPoint tutorial . There are many tutorials for PowerPoint. Here’s one developed at Indiana University-Purdue University Indianapolis.
• Active Learning with PowerPoint . An in-depth discussion of strategies for teaching with PowerPoint from the Center for Teaching and Learning at the University of Minnesota.
• PowerPoint: Possibilities and Problems . Eugene V. Gallagher and Michael Reder of Connecticut College discuss how teachers can use PowerPoint thoughtfully and effectively .
• Serif vs sans serif fonts . Here’s a discussion that’s more fully developed than the one above, but still very brief.
• Choices about font size . If you’re not satisfied with the general guidelines given above regarding font size in PowerPoint presentations, than you might consider using the rule described on this page.
• Noted information designer  Edward Tufte offers his thoughts on the uses and misuses of Power Point (and other presentation software) in his  The Cognitive Style of Power Point , an excerpt of which is available  here . Also see Tufte’s article,  PowerPoint is Evil from the September 2003 issue of Wired magazine.It should be noted that in his analysis of PowerPoint, Tufte often neglects to address the use of PowerPoint (and other slideware) to complement what a speaker says. He points out that a PowerPoint slideshow is limited in the ways that it can convey information as a stand-alone document, but he doesn’t address ways that a slideshow can enhance an in-person presentation.
• For a different approach to using PowerPoint and other slideware to complement an in-person presentation, read  Garr Reynold’s advice on designing slides . Reynolds is the author of  Presentation Zen: Simple Ideas on Presentation Design and Delivery . See also Reynolds’  Presentation Zen blog for additional thoughts on presentations.

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Lambert, J. & Cuper, P. (2008). Multimedia technologies and familiar spaces: 21st-century teaching for 21st-century learners. Contemporary Issues in Technology and Teacher Education , 8 (3). https://citejournal.org/volume-8/issue-3-08/current-practice/multimedia-technologies-and-familiar-spaces-21st-century-teaching-for-21st-century-learners

Multimedia Technologies and Familiar Spaces: 21st-Century Teaching for 21st-Century Learners

This article explores 21st century skills, nonlinear thinking skills, and the need for student reflection—which, taken together, serve as an essential foundation for digital-age teaching of today’s hypertext learners. The authors discuss why preservice teachers need to use multimedia technologies within the context of students’ familiar, technology-rich living spaces to develop their own teaching skills and the technology skills of their students. Exemplary multimedia samples are offered as demonstrations of ways to develop essential technology-related skills in the next generation of teachers.

Today’s students are immersed in a variety of technologies from a young age. As such, they have been described as “wired” or “digitized,” but even these tags are outdated almost upon arrival. Prensky (2001a) called this first generation to grow up in a society immersed in technology “digital natives”—the generation that has spoken the language of technology from birth. Ironically, such familiarity and comfort with all things digital present challenges for educators who struggle to keep up with an ever-changing technology context and students who no longer process information primarily in a sequential manner.

Equally important in this fast-paced, digital world is the lack of time or opportunity for students to reflect on their learning. Reflection and critical thinking enable students to learn from their experiences; therefore, time must be built into classroom instruction for both processes to occur (Henniger, 2003). Not only are reflection and critical thinking skills undervalued in today’s standards-driven classrooms, but policies continue to emphasize views of technology as primarily a means to assist with writing and organizing information.

Although such technology use can facilitate communication, today’s students must learn how to think deeply about their learning so they can realize their place in a rapidly changing, global society. They must learn to apply technology tools appropriately in order to process multiple perspectives on real-world problems and formulate solutions to these problems (Partnership for 21st Century Skills, 2002). With new demands for meaningful and contextual application of technology in classrooms, teacher preparation becomes both increasingly important and increasingly challenging as teacher educators seek new ways to integrate 21st- century skills, nonlinear thinking skills, and digital-age reflections into coursework.

Essential Skills for Digital Teaching and Learning

Although the claim that students inhabit a much different world than in times past has been made throughout history, it is particularly true in this century. From a young age, today’s children are exposed to computers, the Internet, instant messaging, social networking sites, and cell phones that provide instant communication locally and globally. Not surprisingly, research shows that today’s digital students learn more when engaged in meaningful, relevant, and intellectually stimulating schoolwork and that the use of technology can increase the frequency for this type of learning (North Central Regional Educational Laboratory [NCREL] & the Metiri Group, 2003). Using technology, teachers can tap into the knowledge of experts; visualize and analyze data with their students; link learning to authentic contexts; and take advantage of opportunities for electronic, shared reflection (Bransford, Brown, & Cocking, 1999).

All of these pedagogical opportunities need to be part of current teacher education programs. Preparation of tomorrow’s teachers, however, does not depend solely on how well emerging technologies are incorporated into college coursework; instead, it rests on how well incoming teachers are taught to leverage the technologies to help their students develop these same skills. Twenty-first-century skills fall into six distinct categories, each of which can be readily engaged through careful use of multimedia technologies in the classroom setting: critical thinking, information and media literacy, creativity, communication skills, collaboration, and contextual learning (Partnership for 21st Century Skills, 2002.).

Critical thinking involves in-depth examination of topics from a variety of perspectives and calls for cognitive skills such as comparison, classification, sequencing, patterning, webbing, and planning. Bloom’s early taxonomy of cognition included six graduated levels of thinking that move from knowledge to comprehension, application, analysis, synthesis, and finally, evaluation (Bloom, 1956).The higher levels of thinking—analysis, synthesis and evaluation—are key to critical thinking and form the basis for developing all other 21st-century skills (Levy & Murnane, 2004).

Information and media literacy involves the ability to critically analyze and evaluate information; determine what information is needed; and locate, synthesize, evaluate, and use information effectively (Gunter, 2007; NCREL & the Metiri Group, 2003). Since so much of today’s media is in visual form, students need visual literacy skills to understand information that integrates images, video, sequences, design, form, symbols, color, 3D, and graphic representations. They need to know how to interpret visual messages and look beyond the surface to determine deeper meaning in what they see.

“Creativity is the act of bringing something into existence that is genuinely new, original, and of value” (NCREL & the Metiri Group, 2003, p. 33). The amount of acquired knowledge no longer defines intelligence; rather, today’s measure of intelligence involves the capacity to create, produce, and apply technology in complex and sustained situations (Committee on Workforce Needs in Information Technology, 2001). This skill is essential to teaching today’s children effectively. They are a generation of learners who have continuing technology-enhanced opportunities to create and share new, original, and valuable information with others.

Communication centers on the ability to impart one’s thoughts effectively to others. Using current technologies, communication is not only far easier than it was in times past, it is also constantly available in a wide variety of forms.The International Society for Technology in Education (ISTE, 2007) recently developed an updated version of National Educational Technology Standards (NETS) for Students that focuses more on skills and expertise and less on technology tools. This update is a significant step forward in meeting the demands of 21st-century learning, as students are increasingly expected to use digital media to interact, communicate, collaborate, and publish with peers, experts, and others using a variety of digital media.

Along with its update for NETS for Students , ISTE is refreshing its NETS for Teachers, as preservice teachers must also hone their communication skills in ways that make use of all technologies available. They must help their students hone these skills as well—determining, as they go, the appropriate discourse rules in each setting (Partnership for 21st Century Skills, 2006).

Contextual learning ensures that new concepts are presented in the context of their intended use or in the context of what students already know. Ideally, students gather and analyze their own data as teachers guide them in the discovery of concepts. Sharing, communicating, and responding to concepts allows students to improve their communication and critical thinking skills. All of these skills help students (a) process new information into their prior knowledge so it makes sense to them; (b) discover meaningful relationships between abstract ideas and practical applications; and (c) internalize concepts by relating, experiencing, applying, and transferring them in context ( Texas Collaborative for Teaching Excellence, 2007 ).

Multimedia uses multiple forms of text, audio, graphics, animation, or video to convey information. As such, multimedia technologies offer today’s classroom teachers the opportunity to move from a largely linear learning environment to an increasingly nonlinear environment. Such technologies also allow students a strong degree of choice as they pursue learning with multimedia texts. Although multimedia classroom tools offer classroom teachers multiple ways of engaging students in the learning process, they also present challenges for teachers. One of the challenges lies in the fact that certain multimedia tools promote far more active learning and student decision-making than others (Jacobson & Archodidou, 2000; Spiro & Jehng, 1990).

There are two categories of multimedia—linear and nonlinear. Linear multimedia tools generally progress from one screen to the next and are commonly used by instructors as a supplementary teaching aid. This form of multimedia tends to limit learning potential because it does not require active participation. On the other hand, nonlinear multimedia tools (those that include hyperlinks) offer viewers interactivity, control of progress, and choice in their construction of knowledge.

When used as active learning tools, nonlinear multimedia engages students in using 21st-century skills and provides a variety of creative, digital-age reflection opportunities. These honor Dewey’s (1938) constructivist teaching and learning strategies and support cognitive flexibility in learning. According to cognitive flexibility theory (Spiro & Jehng, 1990), learners benefit from retrieving information in the nonlinear fashion that hypertext allows, as it helps them develop complex and rich schemata and enables them to use their knowledge in a flexible manner (Jacobson & Archodidou, 2000; Jacobson, Maouri, Mishra, & Kolar, 1996). Hypertext learning environments are particularly beneficial for learners who prefer active, problem-based, and self-directed learning (Bajraktarevic, Hall, & Fullick, 2003; Rabe & Cadorna-Carlow, 2007). These environments also show potential to foster higher order, complex reasoning skills in students (Lima, Koehler, & Spiro, 2004).

  The concepts reflection and reflective practice are entrenched in teacher education literature (Ottesen, 2007) with good reason. Reflection is a vehicle for critical analysis and problem solving and is at the heart of purposeful learning. Reflective observation focuses on the knowledge being learned (i.e., curriculum) as well as the experiential practice (i.e., pedagogy); both are important aspects of the learning process (Kolb, 1984). Through metacognitive examination of their own experiences, preservice teachers are encouraged to take a closer look at what they are learning and to explore their own growth in greater depth. Experiencing the power of reflection in their own learning, they are more likely to encourage similar reflection on the part of their students.

When reflection has been included in instruction, it allows preservice teachers to address uncertainties in their own learning, develop new approaches to learning, and document their growth as reflective practitioners (Capobianco, 2007; Moran, 2007; Ray, Powell, & Strickland, 2006). Reflective activities have long included journal entries or narrative writing, but technology can facilitate and enhance the skills of reflection as electronic reflections can be readily archived, revisited, updated, and shared in exciting and creative ways.

The following examples of multimedia technologies, taken from our own classroom practice, offer productive ways in which teacher educators have invited technology application into their coursework with preservice teachers (whom we refer to as teacher “candidates” in this portion of the article) in field settings. These exemplary student products illustrate how today’s multimedia technologies directly promote 21st-century skills, nonlinear thinking, and reflective practice described in this article.

Nonlinear Multimedia Technologies

Thought processing software such as Inspiration and Kidspiration can be used as both a teaching and a learning tool, as presented in Figure 1 and Figure 2.  As a teaching tool, our candidates used Inspiration as a scaffold for concept mapping when planning article summaries. Quick, electronic organization of key ideas taken from their readings helped candidates organize their research before writing papers.  In one summary, candidates defined a particular constructivist principle, described a type of software, and then explained how using the technology in the classroom could support the constructivist principle.

Figure 1. Example of Inspiration as a teaching tool. (Click to view larger image.)

One candidate wrote, “In my own classroom, I would have groups of students build a database on weather patterns then look for ways these patterns contribute to global warming. Students could work cooperatively and construct their own knowledge using critical thinking skills.”

Using concept maps as writing aids enabled students to map ideas visually, separate key concepts from supporting ideas, and understand how concepts were connected. Candidates learned the value of using concept maps as teaching aids, as evidenced in comments such as the following:

I don’t like writing but Inspiration helped me organize my thoughts so writing summaries was easier. Inspiration will be valuable to both my students and me because it lets me map out my thoughts and brainstorm activities. It provides great visuals so we can grasp concepts better and get a better understanding of what is being taught.

To further contextualize the value of thought processing software and nonlinear thinking to classroom applications, our candidates were required to design classroom learning activities for use with their future students. To create grade-level, content-specific concept maps, candidates considered their intended content learning outcomes, the developmental levels of students, and the need to differentiate to accommodate all learners. Candidates determined the substance and organization of concepts to be included in maps and gathered and hyperlinked individual concepts to age-appropriate Internet sites, sounds, and graphics that might be of high interest to the targeted age group.

Student appreciation for using thought processing software was evidenced in reflections such as, “I will definitely use Kidspiration in my kindergarten classroom because the program would be a great tool to let them see what they have learned and will help them be creative.” Another student wrote,

The students will use critical thinking skills when using technologies such as Inspiration. It allows students to create their own knowledge and organize their concepts into ways they understand. I see it as a very valuable tool in the classroom because creating knowledge is vital to the learning process.

To show candidates how their students could create simple Web pages as part of classroom assignments, they were required to save their PowerPoint projects as HTML files viewable as Web pages. One student reflected,

I knew how to use PowerPoint but the way I was using it was boring. It was the same way that all my teachers have used PowerPoint and I thought it was the only way it could be used. Now I know there are so many other things you can do with the program and I am excited about using it with students in the classroom. They can learn so much more about organizing and presenting information and making it really come alive by putting in pictures, sounds, and movies. I would much rather give students a project like this than ask them to write a research paper!

I loved creating the classroom web page and I think it will be a great way to communicate with parents and students. I also think it will be a creative assignment I can give my students so that they can post their work on the Internet for anyone around the world to see.

As seen in the following comments, students’ reflections on blogging as a teaching tool clearly demonstrated their enthusiasm.

I believe that I will definitely use blogging in my future classroom.  After viewing several classroom blogs, I have found that it is very beneficial to students, parents, and even the teachers themselves.  The students and parents can be in touch with what is going on inside the classroom and can stay up-to-date on assignments and projects.  This could be especially beneficial to those who are absent from class.  I believe I will use blogs not only to post information for parents and students, but I will also use posts for a collaborative discussion.  This will be a different way to test students on their abilities and knowledge, rather than simply testing them or asking them to write strictly-guided papers. I want to use blogs so my students have a means of expressing themselves as well as becoming more familiar with emerging technology. I think I will use blogging in my classroom because it gets rid of some paper work that you have to deal with; it gets the students more involved; and, most importantly, it helps out with communication.

Podcasting  is a Web-based broadcasting medium where audio files are available for download. Podcasts can be incorporated into classroom instruction by creating talk shows, recording lectures, interviewing experts, studying a foreign language, or telling stories. No special equipment is needed to create basic podcasts other than a microphone, a computer, and software that will allow recording. After carefully reflecting on new concepts and their experiences using various technologies, students created podcasts to communicate what they believed were important reasons for integrating technology as a teaching and learning tool. Students recorded their typewritten scripts and searched for digital music clips on the Internet to add interest to the podcasts. Podcasts were then uploaded and linked to Web pages and blogs.

The following samples illustrate how this new technology can be used as a creative means of reflecting on the benefits of using technology in the classroom:

Podcast 1 . Visual literacy and critical thinking

Podcast 2 . Hands-on learning, organizing information, use in foreign language

Podcast 3 . Constructivist learning and interacting with peers in health

As in podcasting, digital video was used as a creative outlet for student reflection. Using the same design process as podcasts, candidates recorded reasons their nonlinear multimedia projects would be useful for students and supportive of constructivist teaching and learning. Video-based reflections required each candidate to write scripts, record video, cut unnecessary footage, insert titles and transitions, and save the product as a movie file. The movie was then inserted into the first PowerPoint slide on final projects.

Regularly, students were asked to reflect on what they were learning about the benefits of using hypertext applications. Rich metacognitive comments recorded in blogs, podcasts, and written reflections demonstrated candidate understanding of the benefits of using hypertext for learning, as well as their motivation for using these types of technologies in their future classrooms. Some final semester comments included the following:

I knew PowerPoint but didn’t know how to actually do anything with it. After this class, however, I can actually do things on this program that I never thought possible or even considered – like making it interactive and including sounds, pictures, and movies. It would be a fun program for learning about social studies. Using technology has opened my eyes to a new world and a new way of teaching. I now understand how children learn better and have a deeper understanding of topics when they learn in an interactive way. It makes the learning more student-centered rather than teacher-centered. The most beneficial thing I will take from this class is the variety of programs that I worked with such as Inspiration and PowerPoint. I learned that it is important to make students think at higher levels and to challenge them. I want to make students work actively and reflectively on every project they undertake. Technology gives me the tools to make this happen! Programs like these not only make learning more fun for students, but more effective as well. It is an interesting way of learning, and something outside of the “normal” classroom setting. Not only does it make it more enjoyable for the teacher, but it makes it more interesting for the students as well.

The current generation of digital students is both familiar with and motivated to use multimedia tools. Teacher educators must, therefore, harness their power as teaching and learning opportunities for the next generation of classroom teachers. In the most positive sense, multimedia technologies can be as tantalizingly random as these digital natives’ “new” brains. By making use of multimedia tools in teacher education instruction, faculty can meet digital natives where they stand, showing them how to make better sense of what initially appear to be random patterns of thinking. Fortunately, and in almost every instance, nonlinear multimedia technologies by necessity involve the use of 21st-century thinking skills that provide students with the flexibility to be active decision makers in their own learning (Bajraktarevic et al., 2003; Spiro & Jehng, 1990).

Certainly, critical thinking and information literacy skills are needed to choose pertinent information that has been sufficiently evaluated for accuracy and appropriateness. Using an electronic storyboard or concept map as a precursor to writing or creating multimedia products can help students readily classify individual topics and then organize or synthesize them into a coherent whole. Media literacy is called upon when selecting images, sounds, designs, messages, and layouts for multimedia projects. Finally, creativity is needed when putting these elements together for presentation to others.

The nonlinear thinking called upon by most multimedia products helps students see and form meaningful relationships between concepts— a critical practice if knowledge is to be fully internalized (Texas Collaborative for Teaching Excellence, 2007). Connecting concepts with prior knowledge increases the likelihood that students will not only internalize but transfer their learning into their future classroom settings. Nonlinear thinking also focuses students’ attention on what is of key importance in the material they are examining and enables them to better decipher and communicate vital information from complex texts.

Equally important in helping students make sense of the barrage of information available to them is providing time and opportunities to reflect on knowledge and experiences during the learning process (Kolb, 1984). Reflection on their nonlinear thinking provided our candidates avenues for expressing the cognitive dissonance experienced while learning new skills. It also provided time to consider the benefits of this kind of thinking and learning. Reflective exercises thus increased their understanding of the learning process and increased their likelihood of integrating 21st-century thinking into their own future classrooms. As students are challenged to reflect and communicate while using familiar technologies, they can creatively explore and convey new concepts and have the time and space to critically analyze and share what they have learned.

We cannot assume that learners learn the same way they always have and that the same methods we used years ago will work today. Based on recent research in neurobiology, digital natives are indeed different (Prensky, 2001b). The ongoing stimulation that is part of their electronically rich lives visibly changes their brain structures and affects the way they think. As a result of the fast-paced, random-access, graphics-intensive world afforded by today’s technologies, students’ ability to reflect has been significantly affected. According to Prensky, today’s students have short attention spans for old ways of learning but not for games or anything that really interests them. They crave interactivity and an immediate response for every action.

Because of these changes, teacher educators are challenged to invent ways to include reflection and critical thinking into their learning but still maintain digital native language and tools.  Faculty members need to understand the mental changes in today’s students and find new methods and ways to speak their new language in and outside of traditional classroom settings. Multimedia technologies such as those illustrated in this article offer practical ways that faculty members can speak a new digital language and at the same time promote 21st-century skills, appeal to students’ nonrandom way of thinking, and provide valuable opportunities for reflection. More training will be needed to help faculty members understand the differences in today’s students and ways to integrate these technologies across programs. Furthermore, as these technologies are integrated into teacher preparation, it will be critical to research the influence of hypertext on teacher candidates to verify if it does, in fact, foster the higher order and complex reasoning skills some have suggested (Bajraktarevic et al., 2003; Lima et al., 2004; Rabe & Cadorna-Carlow, 2007; Spiro & Jehng, 1990).

While it is still not entirely apparent how the thinking of digital natives is changing, new technologies, when presented to teacher candidates in the context of their intended use, which is to enhance the teaching and learning processes, seem to motivate, engage, and offer more opportunities for self-directed learning and reflection. Such technologies provide avenues for creativity and foster inclusion of 21st-century skills in teacher education curricula. When the technology is already familiar and we employ these tools to challenge students to use critical skills, we reap the benefits of teaching today’s students in their familiar spaces.

Bajraktarevic, N., Hall, W., & Fullick, P. (2003). Incorporating learning styles in hypermedia environment: Empirical evaluation. Proceedings of AH2003: Workshop on Adaptive Hypermedia and Adaptive Web-Based Systems. Retrieved from http://wwwis.win.tue.nl/ah2003/proceedings/www-4/

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: Book 1, Cognitive domain. New York: Longman.

Bransford, J., Brown, A., & Cocking, R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

Capobianco, B. (2007, June). A self-study of the role of technology in promoting reflection and inquiry-based science teaching. Journal of Science Teacher Education , 18 (2), 271-295. Retrieved July 2, 2007, from Education Research Complete database.

Committee on Workforce Needs in Information Technology. (2001). Building a workforce for the information economy. Retrieved from the National Academies Press Web site: http://books.nap.edu/html/building_workforce/

Dewey, J. (1938). Experience and education. New York: Simon & Schuster.

Gunter, G. (2007). Building student data literacy: An essential critical thinking skill for the 21st century. MultiMedia & Internet@Schools, 14 (3), 24-28.

Henniger, M. L. (2003). The teaching experience: An introduction to reflective practices. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

International Society for Technology in Education. (2007). National educational technology standards for students . (2nd ed.).Eugene, OR: Author.

Jacobson, M., & Archodidou, A. (2000). The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge. Journal of the Learning Sciences , 9 (2), 145-199.

Jacobson, M. J., Maouri, C., Mishra, P., & Kolar, C. (1996). Leaning with hypertext learning environments: Theory, design, and research. Journal of Educational Multimedia and Hypermedia, 5 (3/4), 239-281.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development.  New Jersey: Prentice-Hall.

Levy, F., & Murnane, R. (2004, October). Education and the changing job market . Educational Leadership, 62 (2), 80-83.

Lima, M., Koehler, M., & Spiro, R. (2004). Collaborative interactivity and integrated thinking in brazilian business schools using cognitive flexibility hypertexts: The panteon project. Journal of Educational Computing Research , 31 (4), 371-406.

Moran, M. (2007, May). Collaborative action research and project work: Promising practices for developing collaborative inquiry among early childhood preservice teachers. Teaching & Teacher Education , 23 (4), 418-431.

North Central Regional Educational Laboratory & the Metiri Group. (2003). enGuage 21st century skills: Literacy in the digital age . Naperville, IL: Author

Ottesen, E. (2007). Reflection in teacher education. Reflective Practice, 8 (1), 31-46.

Partnership for 21st Century Skills. (2002). Learning for the 21st century: A report and mile guide for 21st century skills. Retrieved from http://www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf

Partnership for 21st Century Skills. (2006). Results that matter: 21st century skills and high school reform. Retrieved from http://www.21stcenturyskills.org/documents/RTM2006.pdf

Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9 (5).

Prensky, M. (2001b). Digital natives, digital immigrants, Part II: Do they really think differently? On the Horizon, 9 (6).

Rabe, M., & Cadorna-Carlos, J. (2007, May). Hyperlinked case presentation to promote self-directed learning. Medical Education , 41 (5), 511-511.

Ray, B., Powell, A., & Strickland, J. (2006, Fall). Technology integration and the preservice teacher: A roadmap for reflection and observation during early field experiences. Teaching & Learning , 21 (1), 29-58.

Spiro, R. J., & Jehng, J. C. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R. J. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 163-205). Hillsdale, NJ: Lawrence Erlbaum Associates.

Texas Collaborative for Teaching Excellence. (2007). The REACT strategy . Retrieved from http://www.texascollaborative.org/TheREACTstrategy.htm

Author Note:

Judy Lambert University of Toledo [email protected]

Pru Cuper Keene State College [email protected]

Increasing Student Engagement and Retention using Multimedia Technologies: Video Annotation, Multimedia Applications, Videoconferencing and Transmedia Storytelling: Volume 6 Part F

Table of contents, increasing student engagement and retention using multimedia technologies: video annotation, multimedia applications, videoconferencing and transmedia storytelling, cutting-edge technologies in higher education, copyright page, list of contributors, inventive approaches in higher education: an introduction to using multimedia technologies.

The chapters in this book focus on using different types of multimodal, multimedia, and transmedia technologies to create technology-rich learning environments that have the potential to enable higher levels of academic motivation, participation, and engagement. Developments in relatively low cost and abundant digital technologies, coupled with the improvements in contemporary learning theories and pedagogical practices, are quickly enhancing and transforming the way we teach and learn in the 21st century and changing our understanding of what it means to teach and learn in a highly web-based multimedia world. At the individual, group, and institutional levels, these technologies are being used in a variety of ways for a variety of purposes. In teaching and learning, they offer promising and innovative ways to create more interesting and enjoyable academic environments and offer more meaningful and authentic ways to better engage the senses of learners. Mayer (1997) states that multimedia-based teaching and learning offers many benefits to educators (e.g., a variety of instructional options, more effective learning, and more efficient use of instructor time especially for very large classes). This is based on the core multimedia principle posited by Mayer (2005) : people tend to learn more deeply with both words and images than from words alone.

Higher Education: A Medium in Search of a Message

Educators have always blended technology and pedagogy. With written, aural, and visual methods of sharing information optimized over time, the college and university classroom experience became a planned presentation of explicit knowledge through the revelation of course content. A respectable academic space emerged across disciplines where “the sage on the stage” could require textbooks and normalize assessment outcomes because content was decidedly controllable. There is a pedagogical crisis looming in higher education, however, the epicenter of which is student access to educational content that is useful and reliable without the major investment of a four-year degree. This crisis challenges higher education instruction to be less the medium of explicit knowledge (as it has been for decades) and more the dynamic and interactive medium whose mission is improving the thinking capacity of students through sharing and creating explicit and tacit knowledge. This chapter accordingly suggests that a seismic shift toward collaborative, problem-based approaches to learning is in order so that higher education instruction can redefine itself.

Using Technology and Digital Narratives to Engage Doctoral Students in Self-Authorship and Learning Partnerships

As educational institutions continue to call for greater accountability and learning outcomes take center stage, faculty, administrators, and institutions alike must assume a broader, more holistic approach to teaching and learning. As outlined in this chapter, technology and virtual spaces, when utilized well, can radically shift how graduate faculty can help doctoral students become critical and reflective thinkers, to develop or refine a professional identity, and help them to transform their assumptions about their knowledge and about themselves, a process that Kegan (1994) and Baxter Magolda (1999) call self-authorship. Using digital narratives as part of a technology-mediated classroom that is built around learning partnerships and principles of self-authorship is one way to accomplish this. Such an approach can lead to innovative practices in the classroom, deeper, more reflective learning for students, and greater overall success for our institutions. By combining multimedia tools and technology with an adult learning-centered pedagogy built around self-authoring practices of student development, faculty can more effectively organize doctoral education to engage and involve students in the process and to truly cultivate a new generation of doctoral students as scholars, researchers, and practitioners.

Learning and Teaching as Communicative Actions: Transmedia Storytelling

Transmedia – a single experience that spans across multiple forms of media – is still a new media in the educational landscape and therefore may pose a challenge to educators wanting to create opportunities for interactive media communications in their classrooms. In this chapter, we share an instance in which a university professor introduced transmedia to support graduate student learning to encourage inquiry, critical thinking, problem solving, creativity, contemplation, and critical discourses. Further, we examine how two of the graduate students took their learning a step further by designing and creating a model transmedia lesson tailored for the 6th grade Social Studies classroom. This chapter provides a theoretical framework within which transmedia may be used: Learning and teaching as communicative actions theory – LTCA.

Technology and the Changing Nature of Narratives in Language Learning and Teaching

Two different types of technology-enabled stories that can help expand the notion of narratives are discussed in this chapter. The narratives found in digital storytelling and video games offer new possibilities and advantages for language learners and instructors. They are multimodal, immersive, and authentic; they offer significant motivational benefits and allow for agentive, situated, and participatory learning. Both forms, DST and video games, exemplify new modes of relating meaningful narratives. Media creation and sharing as well as gaming are familiar domains for today's learners. Thus, if these authentic practices are part of the learner's everyday experiences, it makes sense to utilize their potential for educational purposes. As the review of some applications in this chapter indicates, there is an area of convergence that is of particular interest for language learning purposes and may lead us to contemplate a redefinition of these narrative forms. In addition to more traditional narratives, these new and emergent forms can and should be represented in language learning curricula.

Promoting Engagement Through a Student-Built Digital Atlas of Maori Studies

We describe an educational intervention pioneered by Te Kawa a Māui (TKaM), the School of Māori Studies at Victoria University of Wellington (VUW), which was designed to improve the attraction and retention of (particularly) Māori students, by involving them in a school-wide research publication – in this case a digital cultural atlas of Māori Studies. We present and describe the work of 250 students from 10 different Māori Studies courses, who have trialled and submitted map-based assessment for the Te Kawa a Māui Atlas (TeKaMA). We argue that the quality and variety of student work is itself an indication of engagement. We then discuss how digital aspects of the work facilitated engagement, using data from course and assignment evaluations, interviews, informal feedback and an online survey. In line with other findings in the literature, digital aspects of our project had to be carefully managed and balanced, so that they did not disengage students from learning. However, our TeKaMA exercises provided multiple ways by which students could engage, with cultural mapping engaging all students, not just Māori. Our chapter discusses how this was facilitated by digital technology.

Learner Engagement in an Intercultural Virtual Experience

Lately, multimedia information and communication technologies are acting as catalyzing media that open up increasing opportunities for all with access to such technologies. Digital technology also offers potential to increase access to interactive as well as intercultural experience that develops cross-cultural competencies, while learning content may be further enhanced through collaborative learning in various areas. Kadir Has University in Istanbul undertook a challenging project with the initiative of the College of Staten Island (CSI) − CUNY (City University of New York) and became the international partner of a distant learning course through video conference between 2004 and 2009. The conceptual model behind this project is called the Global Experience Through Technology Project (GETT) initiated by CSI with the goal of using internet technology to bring university students of different cultures together in a virtual classroom.

Video Annotation for Collaborative Connections to Learning: Case Studies from an Australian Higher Education Context

This chapter introduces an emerging innovative technology known as MAT (Media Annotation Tool). MAT is an online tool that allows students to annotate video, thus improving student engagement and reflection. This chapter outlines the history of the development of this tool and provides analysis of data provided from a range of course integrations. From idea inception the goal was to render video active and collaborative for learning rather than traditional passive learning. In the multiple-case study it was found that students reported higher engagement/satisfaction with MAT in cases where there was learner-to-learner collaboration, teacher feedback and assessment linkage. This chapter focuses on the undergraduate cases of the study, from the disciplines of teacher education, medical radiation and chiropractic, and also references a postgraduate case from the discipline of law. The data from these cases points to the success of MAT as dependent on two key factors: learning design and the technical effectiveness of the MAT technology.

Innovative Teaching Methods for Using Multimedia Maps to Engage Students at a Distance

Advances in geospatial technology, web map interfaces, and other Web 2.0 tools provide new opportunities for educators to engage students in critical thinking, problem-solving, and collaborative skills. Although little attention has been given to learning from maps in higher education, knowledge of space is critical to attitudes and decision making as global citizens. Additionally, the ability to easily create multimedia maps offers new educational affordances for students at a distance and has the potential to link geographic and cultural understanding within the context of a variety of disciplines. We discuss the development of a mapping and blogging interactive learning environment, MapBlog, as a visual platform for representing information spatially. In this chapter, the MapBlog will be discussed as an interactive learning environment and as a visual platform for representing information spatially. We present and discuss four MapBlog categories: external content, student-created content, static content, and thematic.

Developing Global Perspectives, Responsibility, and Partnerships Through Videoconferencing

The chapter presents findings from five qualitative reports from educators within the compulsory education sector who have partnered with a United Nations-recognized, nongovernmental organization (NGO), Global Education Motivators (GEM), in order to either introduce or expand curricular support for their students or to engage in professional dialogue with fellow educators facilitated through international videoconferencing programs. Through a long-standing collaboration between these educators, GEM has jointly developed programming which educates students on the United Nations and global issues including sustainability, human rights, child labor, poverty, and peace and conflict studies. Using an email-based survey questionnaire, the reported cases aim to explore the educators’ motivations to introduce and expand their students’ global engagement through the media of videoconferencing. The chapter highlights the potential outcomes of international videoconferencing for educators as a classroom tool or a professional development resource, as well as detailing a case study of an NGO–college partnership in which the NGO provides expertise, student internships, and noncredit professional development opportunities to its campus community and beyond.

About the Authors

Peter Adds is Associate Professor and the current Head of School for Te Kawa a Māui (the School of Māori Studies), Victoria University of Wellington, New Zealand. He has worked in Māori Studies at Victoria since 1984 following on from attaining a Master's degree in anthropology and archaeology, and he teaches Māori and Polynesian history and Māori customary concepts. He is on the executive committee of the Māori Association of Social Science. He is of Te Atiawa ki Taranaki descent and is in their Claim Negotiation team, having led the Waitangi Tribunal research for the Taranaki land claim. He is currently engaged in negotiations with the Crown seeking a Treaty settlement for his tribe. A former Ministerial appointment to the Board of the NZ Historic Places Trust and a member of the Maori Heritage Council, Peter has a strong background in heritage issues and was the keynote speaker at the NZ Archaeological Conference in 2010. He is an internationally recognized researcher and scholar and has extensive consultancy and training experience in areas relating to the Treaty of Waitangi.

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Metro dailies in the age of multimedia journalism, telling scholarly stories: translating research outcomes into multimedia stories for the purposes of dissemination.

Introduction: Universities have always focused on research, but the dissemination of research results beyond the scholarly community is often less of a priority (Armstrong, 2011) and poses serious challenges for scholars. Research is regularly published in books and in specialized scholarly journals, but both are expensive and often not readily available to the general public. The presentation of research papers at scholarly conferences is also problematic in that audiences tend to be limited to other scholars. Lack of ready access to upto-date research results means that individuals, communities and sometimes even government policy makers do not have the information they need for decision-making purposes. Moreover, students’ preoccupation with day-to-day studying and their focus on class-related work means they too are often unaware of advances in knowledge and the work professors do in their role as researchers in the academy. To address the challenge of making research results available to a wider audience, my Undergraduate Research Opportunity award focused on the creation of multimedia journalism stories for a research-focused website. Ryerson University School of Journalism professor

Journalism Students and Information Consumption in the Era of Fake News

Technological platforms, such as social media, are disrupting traditional journalism, as a result the access to high-quality information by citizens is facing important challenges, among which, disinformation and the spread of fake news are the most relevant one. This study approaches how journalism students perceive and assess this phenomenon. The descriptive and exploratory research is based on a hybrid methodology: Two matrix surveys of students and a focus group of professors (n = 6), experts in Multimedia Journalism. The first survey (n = 252), focused on students’ perception of fake news, the second (n = 300) aims at finding out the type of content they had received during the recent confinement caused by the Covid-19 pandemic. Results show that most of the students prefer online media as a primary source of information instead of social media. Students consider that politics is the main topic of fake news, which, according to the respondents, are mainly distributed by adult users through social networks. The vast majority believe that fake news are created for political interests and a quarter of the sample considers that there is a strong ideological component behind disinformation strategies. Nonetheless, the study also reveals that students do not trust in their ability to distinguish between truthful and false information. For this reason, this research concludes, among other aspects, that the promotion of initiatives and research to promote media literacy and news literacy are decisive in the training of university students.

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Kazakh as an Unwritten Language: The Case of Astrakhan Oblast

• September 28, 2023
• 12 minute read

An ethnically diverse region that abuts the Caspian Sea in southwestern Russia, Astrakhan Oblast is home to the country’s largest Kazakh community. Almost 150,000 people, or 18 percent of the oblast’s population, identify as ethnic Kazakhs. Although Astrakhan does border Kazakhstan, most of them are not recent immigrants from the neighboring country. Their families have been living in what is now Astrakhan since long before the current national borders were drawn.

Dor Shabashewitz

Dor Shabashewitz is a Russia-born Israeli journalist and political analyst with a background in anthropology and sociolinguistics. He worked as a junior researcher at the RAS Institute for Linguistic Studies and conducted extensive fieldwork in Astrakhan’s Kazakh and Nogai rural communities as a part of his Master’s studies at the European University at St. Petersburg. In 2021, the Russian Federal Security Service forced him to leave the country following politically motivated accusations of “extremism” and “separatism.” These days, he covers ethnic minority rights and regional politics in the Lower Volga and Central Asia for RFE/RL ’s Tatar-Bashkir Service.

* The article that follows provides a brief overview of the sociolinguistic situation among those Kazakhs living in the Russian part of the Volga River delta. It is based on field research conducted by the author during his master’s studies between 2019 and 2021.

In the Middle Ages, Astrakhan was part of the Golden Horde and, later, an independent khanate. In 1556, it was conquered by the Russians and eventually incorporated into the Russian Empire as a governorate. The first major wave of Kazakh migration to Astrakhan Governorate began between 1799 and 1801, when Bökey Khan, son of the Junior jüz leader Nuraly, led several thousand nomadic families from across the Ural River to a more fertile area in the Volga River delta. A steady influx of Kazakh settlers continued well into the mid-nineteenth century. The new Astrakhan Kazakh community led by Bökey enjoyed the status of a semi-independent vassal state for several decades before gradually ceding most of its autonomy under pressure from the Russian authorities.

The early Soviet years revived the idea of a Kazakh autonomous area in Astrakhan. In 1919, some of the Kazakh districts of Astrakhan Governorate were grouped together under the name Volga-Caspian Kirghizia and transferred to what later became the Kazakh SSR. Most of them stayed and became part of Kazakhstan upon its independence, but some of the transfers were reversed in the 1920s. Thus, the Volodarsky and Krasny Yar districts ended up in Russia’s Astrakhan Oblast despite 70 percent and 50 percent of their inhabitants, respectively, being ethnic Kazakhs.

Notwithstanding the omnipresent linguistic Russification of the Soviet era, Kazakh enjoyed certain formal privileges in the Kazakh SSR as a co-official language that was used in many schools, especially in rural areas. State-funded magazines, newspapers, books, and movies were produced in the language. Government support for the national language and its social prestige only increased after Kazakhstan became a sovereign country in 1991. This was not the case in Astrakhan Oblast—the region’s Kazakh community had no linguistic autonomy or representation under the Soviets, and this did not change when the USSR fell apart.

Vitality Factors

In what state, then, is the Kazakh language among Astrakhan’s Kazakhs after decades without formal recognition? In what domains is it still spoken? What do the Astrakhan Kazakhs think of their ethnic language, and what role does it play in their identity? These were the questions I hoped to answer when I set off on a fieldwork trip to my home region’s Volodarsky district as a master’s student in social anthropology back in 2019.

During my fieldwork, I visited numerous rural settlements of varying sizes, ethnic compositions, locations, histories, and economic conditions. It became evident that all of these factors played a significant role in the vitality of Kazakh in any given village, but the relative weight of each factor was rather unexpected. My analysis showed that the share of ethnic Kazakhs in a village did not correlate strongly with how much they used the language in their daily lives. I have been to monoethnic Kazakh villages that spoke almost exclusively Russian, as well as mixed ones where Kazakh was still maintained by some members of the younger generations.

Geography and the perceived history of a settlement turned out to be the two most defining factors. Inhabitants of villages that are close to Astrakhan City and have a stable public transport connection to the city tend to switch to Russian more quickly than residents of more remote ones. Career opportunities in rural areas are scarce, prompting villagers to look for jobs in the urban center. When logistically possible, many opt to continue living in their villages and commute to work several times a week instead of moving to the city. Despite its impressive ethnic diversity, Astrakhan City is overwhelmingly Russian-speaking. Kazakh rural commuters tend to integrate into this environment and “bring it home” after work, influencing the linguistic landscape of their communities.

“Perceived history” deserves an anthropological study of its own. Many of the Astrakhan Kazakhs I interviewed explained that their villages were originally founded by Russian peasants or created by the Soviets in a centralized way and populated by collective farm workers of diverse origins. Many settlements with such histories gradually became majority-Kazakh, but most locals believed they were “not really Kazakh villages” and thus considered Kazakh a rather inappropriate language to use in public spaces. In settlements such as Vinny, this mentality led to Kazakh becoming a family language only, with Russian as the sole means of communication in all other domains—even between Kazakhs.

This stands in stark contrast to the village of Altynzhar, which was founded by Kazakh settlers and has a long tradition of local pride. The renowned nineteenth-century Kazakh composer Qurmangazy is buried in Altynzhar; the village hosts a museum dedicated to his life and to the culture of the region’s Kazakh community more generally. Altynzhar was also home to the Kazakh poet and language activist Mäjilis Ötejanov. Due to its history and cultural significance, Altynzhar is often viewed as the informal capital of the Astrakhan Kazakhs. This status, combined with the lack of reliable public transportation, helps the local population to maintain their language and identity better than elsewhere.

Language Use

Despite the differences between individual settlements, home is by far the most common domain of use for the Kazakh language across Astrakhan Oblast. For most of my respondents, constant code-switching between Russian and Kazakh is the default register when they talk to their relatives. The ratio of elements from the two languages, however, varies widely. Kazakh may dominate or it may only be represented by several words—but, as my experience shows, it is never fully absent.

In Vinny, I interviewed a young Kazakh man who was born and raised in the village but went to an urban high school and later moved to a different part of Russia for university. These days, he lives and works in Astrakhan City. At the time I met him, he was visiting Vinny to see his parents, who still lived there permanently. During the interview, he said he spoke no Kazakh at all: “I do not speak Kazakh… Never wanted to learn it, thought it was useless. Grandma would talk to me in Kazakh, and I am like… I do not understand everything, but I can get the general idea.”

Just an hour later, I overheard him using numerous Kazakh words in a Russian-language conversation with his mother. Answering my ensuing question, the young man explained: “There are still some words that are easier for me to say in Kazakh. Like ‘scoop’ or ‘ladle’—I just say ojaw .” Later, I discovered other Kazakh words in the speech register he used at home. They were terms related to farming, as well as the names of certain traditional foods and houseware items.

This case is by no means unique—in fact, it is very typical. Lexical domains related to rural ways of life and things you find in a traditional household seem to be the least likely to be forgotten by young and predominantly Russian-speaking Astrakhan Kazakhs. This may be because they lack any similar rural experience gained in a non-Kazakh context.

Leaving the “Kazakh” village for the “Russian” city, one practically replaces one’s entire vocabulary—but with exceptions. The array of subjects discussed in urban settings is at least as wide as that in rural areas, but the two sets of lexical domains do not always coincide. Traditional ethnic cuisine, cattle farming, agriculture, and culturally specific rural household items are not things that city dwellers usually speak of, hence the words for them are not as easily replaced with Russian equivalents in the speech of first-generation urbanites. Sometimes, the Kazakh words remain the only ones they know. The lack of need or even opportunity to talk about these things in Russian makes this set of Kazakh vocabulary more resistant to attrition. It is only natural for urban Kazakhs to use these terms when they go to a rural area to visit their family. This may be viewed as a “light version” of cue-dependent language retrieval .

Equally, even among those Astrakhan Kazakhs who live in rural settlements and use Kazakh-Russian code-mixing as their default home register, one can point to specific domains that almost universally trigger the use of a much higher share of Russian-language elements. This includes all of the “complicated” domains, as the respondents call them. For example, a middle-aged man from the village of Novy Rychan said: “When fixing a TV set, we are most definitely talking in Russian.” In a different settlement, I witnessed four men talking in almost “pure” Kazakh—that is, using few Russian elements. Then one of them mentioned the COVID-19 pandemic, and this change of subject, combined with “complex” vocabulary related to healthcare and government policies, triggered an instant switch to almost equally “pure” Russian.

As is evident from these situations, Kazakh is often regarded and used as a rural and “simplistic” language, fitting for discussions of farming but not technology or anything modern. This set of associations speaks to its low social prestige—but may also be viewed positively by some. Many heritage speakers of Astrakhan Kazakh associate the language with a sense of home and strong family ties. “Kazakh is… It is something about your home, you know, where you feel most comfortable and secure. It is the mother language, after all. Whenever I hear it, I think of those evenings I spent in the village of Multanovo with my parents and grandma as a kid. I miss this feeling now that I live in the city,” said one of my respondents.

Two other important domains associated with Kazakh, which are intertwined with each other, are religion and ethnic celebrations. While overwhelmingly secular in daily life, most Astrakhan Kazakhs identify as Muslim. Many hardly ever go to mosques—in fact, there are large, exclusively Kazakh villages with no mosques at all. Moreover, the minority that does adhere to a strictly Islamic way of life is viewed as odd and even suspicious by the more secular majority.

Still, events such as weddings and funerals almost universally have an Islamic element to them. Interestingly enough, many of my respondents think of Islam as inseparable from the Kazakh language. “When the Quran is being recited, you are supposed to talk in Kazakh,” said a middle-aged man from Novy Rychan. Obviously, the recitation itself happens in Arabic, and one is supposed to listen to it rather than talk simultaneously. What this respondent meant was that the “religious” and “traditional” atmosphere of such events triggered increased use of Kazakh before and after the recitation and other rituals.

Kazakh as an Unwritten Language

While still widely spoken in some of the more remote villages, Astrakhan Kazakh remains a practically unwritten language. In the early Soviet years, Kazakh was used at numerous village schools as the primary language of instruction, but it was quickly downgraded to being taught as a subject only. By 1966, it had disappeared from the region’s school system entirely.

The perestroika era brought a surge in ethnic activism, with Kazakh language lessons being reintroduced in almost a hundred village schools in the late 1980s and 1990s. Unfortunately, this did not last long: Vladimir Putin’s rule brought another wave of linguistic Russification as part of his “unity through uniformity” policy. Kazakh was soon downgraded to an optional, once-a-week class. Today, fewer than 20 Astrakhan Oblast schools offer it in any form, even though over 140 of the region’s rural localities have a Kazakh majority or plurality.

This lack of Kazakh at school has resulted in entire generations having little exposure to written Kazakh and being functionally illiterate in it, even when perfectly literate in Russian. This can be seen from the way the names of many Astrakhan Kazakhs are written in their Russian IDs and passports. When giving their children legal names, many parents opt for naive phonetic approximations that do not match the way a name is normally spelled in Kazakhstan (eg., Kuvanshkirey rather than the more typical Qwanışkereý in Kazakh or Kuanyshkerey in Russian). Many of my respondents said they had trouble understanding and distinguishing the “weird letters” used in Standard Kazakh, referring to the additional and modified Cyrillic characters that are absent from the Russian alphabet.

Russian dominates all of the “formal” domains in Astrakhan Oblast, from education to technology and interactions with the government

Lack of language-specific literacy is not the only linguistic barrier between Kazakh-speakers in Astrakhan and those in Kazakhstan. As explained above, Russian dominates all of the “formal” domains in Astrakhan Oblast, from education to technology and interactions with the government. This means that most Astrakhan Kazakhs never discuss these topics in Kazakh and may be unfamiliar with the more “complex” vocabulary in that language, even when fully proficient in the registers related to home, family, traditions, and rural lifestyle.

“The Kazakh word for ‘proof’ is dälel , which I only know because I looked it up. My neighbor grew up speaking Kazakh, but she would not understand me if I used it when talking to her. She just uses the Russian word, dokazatelstvo ,” said a respondent from Multanovo. This is a perfect example of a term perceived as “complex” and thus unknown to many Astrakhan Kazakhs.

Most Astrakhan Kazakhs are well aware of the differences between their ethnic language and the Kazakh of Kazakhstan. A middle-aged, native Kazakh-speaking respondent from Novy Rychan talked about his trip to Atyrau, Kazakhstan, saying that he felt insecure about his Kazakh skills while there. He opted to talk to locals in Russian because he feared they would mock his “incorrect” Kazakh. This perception of Astrakhan Kazakh as “simplified” and “Russified” is fairly common among its speakers. While somewhat negative, it may also serve as a marker of the community’s identity, helping to distinguish between “us” (Astrakhan Kazakhs) and “them” (Kazakhstan Kazakhs).

Future of Kazakh in Astrakhan

The case of an Astrakhan Kazakh person looking up and memorizing a “complex” word associated with the Kazakh language of Kazakhstan illustrates a small but important tendency. A growing number of young, native Russian-speaking Astrakhan Kazakhs are deliberately immersing themselves in Kazakhstani media, explaining that they want to learn the “proper” way to speak their language and reconnect with their culture, which has been partially lost to colonization and assimilation.

While most young Astrakhan Kazakhs seem to have no interest in using their ethnic language in any form, this minority tendency offers hope that Kazakh will live on in Astrakhan Oblast. If the language policy does not change in the decades to come, the local dialect may eventually die out as a natural form of communication in rural communities, but Standard Kazakh is likely to be maintained by the conscious activist minority.

That being said, the continuity of the language policy is a big “if.” Russia’s government has been increasingly unstable since the beginning of the war in Ukraine. In many regions, ethnic minorities feel that they are unfairly overrepresented among those sent to fight in Ukraine, and this is especially true for Astrakhan Kazakhs. At the same time, the federal government is cracking down on indigenous activism more heavily than ever.

The growing dissent among minorities has led to the emergence of numerous secessionist organizations. An overview of pro-independence movements that view Astrakhan as a part of their hypothetical states can be found in my recent article for New Eastern Europe . It is hard to make predictions about the success of these movements, but in the event that they succeed, language policy and power dynamics between the region’s ethnic groups are more than likely to change.

All photos by

Dor Shabashewitz and Valery Maslov

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