Cognitive Constructivist Theory of Multimedia: Designing Teacher-Made Interactive Digital

doi:10.4236/ce.2013.49088

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Creative Education

2013. Vol.4, No.9, 614-619

Published Online September 2013 in SciRes (http://www.scirp.org/journal/ce) http://dx.doi.org/10.4236/ce.2013.49088

614

Cognitive Constructivist Theory of Multimedia: Designing

Teacher-Made Interactive Digital

Prince Hycy Bull

North Carolina Central University, Durham, USA

Email: phbull@nccu. edu

Received June 21st, 2013; revised July 21st, 2013; accepted July 29th, 2013

tribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the

original work is properly cited.

This paper discusses how educators could use the cognitive constructivist theory of multimedia (CCTM)

to design interactive digital learning materials using Camtasia and Audacity. C amtasia allows educators to

create videos that motivate students, inform parents and enhance learning. It allows educators to record

live presentations or lectures and provide students with a file to review. Audacity is a free cross-platform

audio editor and recorder for Windows, Mac OS X, GNU/Linux and other operating systems. CCTM ad-

vocates for the design of instruction using pictures, videos, audios and words that tap into the prior ex-

periences of the learner, promote active learning, collaboration, personal autonomy, personal growth and

alternative assessment that is aligned with multiple intelligences of learners as espoused by Gardener

(1993) which are Linguistics, Logico-mathematics, Spatial, Musical, Bodily-kinesthetic, Interpersonal,

Intrapersonal and Naturalist. Camtasia and Audacity promote use of CCTM because of their capabilities

to construct knowledge through words, pictures, animations, videos and audio. Case studies show that use

of teacher-made files could significantly impact students’ learning. Use of teacher-made interactive digital

learning materials could revolutionize educational presentations and enhance e-learning delivery. CCMT

produced by dynamic presentations creates a balance between the learners’ prior verbal and visual ex-

periences, sensory repository, multiple intelligences and learning styles to construct new knowledge.

Keywords: Digital Interactive Materials; Multimedia; Constructivist Approach; Multiple Intelligences;

Cognitive Constructivist Theory of Multimedia

Introduction

Historically, educational systems depended on teacher-made

materials and activities to promote teaching and learning. The

proliferation of technology, digital materials, and learning

technologies have shifted the design focus from teachers and

educators to profit technology solutions, the Web, and com-

mercially designed software. There is a paradigm shift for de-

signing materials for teaching and learning from teachers to

businesses. This shift has the potential to undermine the quality

of materials presented and disrupt the educational process. To

promote effective integration of digital materials and learning

technologies in education, the focus of designing materials and

resources needs to shift back from business to classroom teach-

ers. This paper discusses integrating an efficient and cost effect-

tive way to prepare teachers to create functional interactive

digital files using Camtasia software to develop a video files

and Audacity software to design audio podcasts.

Camtasia Software

Camtasia allows educators to create professional finish vid-

eos that motivate and engage students, inform parents, and

enhance learning. It allows educators to record live presenta-

tions, lectures, and activities and provide students with a video

file to review. Camtasia digital interactive files promote flip-

ping the classroom through use of video files that students

watch as homework and apply concepts in the classroom.

Camtasia has several unique features that help educators create

functional digital materials to promote learning:

 Capture what you see, say, and do

 Personalize interactive videos

 Create videos with professional finish

 Allow educators to put themselves in a video by using the

Chroma Key or green screen effect

 Allow easy editing of videos

 A media asset library that enhances professional finish vid-

eos

 Videos files with engaging visual effects

 Animated content to capture learners attention

 Quizzing function to assess student’s understanding of vid-

eos

 Ability to share digital files in FLASH and HTML5 viewer

environment

 Produce specific files for iPad, iPhone, and other devices

 Produce and share videos accessible via Youtube or Screen-

cast.com

 Capture PowerPoint presentation using the PowerPoint add-

on feature

Audacity

Audacity is a free cross-platform audio editor and recorder

P. H. BULL

for Windows, Mac OS X, GNU/Linux and other operating sys-

tems. Audacity has several unique features that promote de-

signing effective digital learning materials, which can be pre-

sented as audio presentations or combined with Camtasia to

design effective interactive digital materials:

 Record live audio through a microphone or mixer;

 Digitize recordings from cassette tapes, records, and optical

discs;

 Create multi-track recordings;

 Edit Ogg Vorbis, MP3, WAV or AIFF sound files;

 Cut, copy, splice or mix sounds together;

 Change the speed or pitch of a recording;

 Import sound files, edit and combine with other files or

recordings;

 Export recording in many different file formats;

 Create MP3 files using the LAME converter file that could

be uploaded to iTunes;

 Support 16-bit, 24-bit and 32-bit (floating point) samples

(the latter preserves samples in excess of full scale);

 Sample rates and formats are converted using high-quality

resampling and dithering;

 Track with different sample rates or formats are converted

automatical ly in real time;

 Easy editing with Cut, Copy, Paste and Delete;

 Unlimited sequential Undo (and Redo) to go back any num-

ber of steps;

 Edit and mix large numbers of tracks;

 Multiple clips are allowed per track;

 Draw tool to alter individual sample points;

 Envelope tool to fade the volume up or down smoothly;

 Automatic Crash Recovery in the event of abnormal pro-

gram termination;

 Accessibility features to manipulate tracks and selections

using keyboard;

 Accessibility features to support JAWS and other screen

readers on Windows, and for VoiceOver on Mac;

 Built-in sound effects for engaging and stimulating presen-

tations.

Theoretical Framework

Designing interactive digital materials with Camtasia and

Audacity using the principles of cognitive constructivist theory

of multimedia (CCTM) produces functional interactive teacher-

made digital learning materials that engages and motivates

learners. See Figure 1. The cognitive constructivist theory of

multimedia (CCTM) developed by Bull (2009) is the theoreti-

cal framework guiding this paper. CCTM is a theory that inte-

grates concepts from the constructivist theory, multiple intelli-

gences theory, and cognitive theory of multimedia learning to

support designing teacher-made interactive digital materials.

CCTM design is the integration of multimedia (text, image,

animation, graphic, video and audio) in a systematic design

structure of visual thinking combining verbal and non-verbal

communication to minimize cognitive overload of the learner’s

memory. CCTM also utilizes the learner’s multiple intelligen-

ces, learning styles, and prior knowledge of multimedia con-

tents and content information to construct and refine knowledge

through multimedia files.

Interactive Digital Materials and Cognitive Theory of

Multimedia

CCMT is aligned with the cognitive theory of multimedia

learning (CTM) as one of its supporting theories. In designing

interactive digital learning materials, the learner utilizes visual

and verbal information processing systems to engage in learn-

ing. All auditory information received during this process of

learning goes to the verbal system and all graphics, pictures and

animations goes to the visual system. This means that educators

in designing interactive digital materials should create a balance

between verbal and visual repository systems of the learner to

fully engage them in the learning process.

Mayer (2002) identified six major principles of multimedia

design, which should be adhered to in designing interactive

digital materials to create a balance between the verbal and

visual systems for effective learning outcomes:

1) Multimedia/Multiple Representation—In designing digital

interactive learning materials, instructors should ensure that

information is presented in at least two modes (text, video,

picture, animation and audio) of representation for clarity and

understanding. Using at least two modes of representation cre-

ates a multimedia learning effect, which enables learners to

effectively develop verbal and visual models and build func-

tional connections between them. This principle also taps into

the multiple intelligences theory by utilizing the intelligences of

each learner. For example, the presentation of pictures and text

support both linguistic and spatial intelligences. A presentation

of video recording supported by closed captioning supports

different combination of intelligences, but predominantly ad-

dresses linguistics, spatial, reasoning, interpersonal, and bod-

ily-kinesthetic;

2) Contiguity principle—Instructors should also combine

pictures and words in designing digital interactive learning

materials. Using at least two modes of multimedia to present a

concept allows learners to understand a concept better than

when the same modes are presented separately for the same

concept. Camtasia has several options to combine pictures and

words on the same canvass, via PowerPoint or using over lay

on videos and pictures. Files created in Audacity can be em-

Figure 1.

Cognitive constructivist theory of multimedia.

P. H. BULL

616

bedded in Camtasia designed videos to promote the contiguity

principle, which simply states that multimedia learning com-

bining words/text and pictures in ones verbal and visual sys-

tems constructs new knowledge. Corresponding words and pic-

tures represented at the same time means a temporal congruity.

On the other hand, words and pictures presented on same page,

document, slide or screen promote spatial contiguity. This prin-

ciple is aligned with the linguistics and spatial intelligences

identified in multiple intelligences.

3) Split-Attention principle states that when words and texts

are presented as narrations they are more effective in a multi-

media presentation than when presented visually. Camtasia

because of its narrative and video capabilities provides more

opportunities and easier creation of the split-attention principle,

which simply states that on-screen text and animation may

overload the visual information system, but narration aligned

with the verbal information system and animation aligned with

visual information system does not overload in one system.

Camtasia provides opportunities for live recording of audio

narrations or video presentations of instructor teaching.

4) Individual Differences principle states that unique learning

qualities of the learner aligned with multimedia, contiguity and

split-attention principles determine how well the learner is able

to conceptualize learning. From the constructivist theory’s per-

spective, learners with high prior knowledge are able to draw

visual images from their image repository when presented with

only an animation or reading a text. From the multiple intelli-

gences theory’s perspective, learners with high spatial ability

are able to draw from their verbal and visual repositories when

presented with contiguous word and picture presentations.

Camtasia interactive digital videos allow learners with individ-

ual differences and different learning styles to tap into their

unique learning qualities to gain knowledge.

5) Coherence principle states that learners learn better in a

multimedia environment when exposed to fewer rather than

many words and pictures. The goal in this principle is to be

concise and to the point in presenting concepts with pictures

and words. For interactive digital projects teachers should

minimize use of text and picture on slides, especially if video

option is utilized. For digital materials with text and pictures,

the design should focus on using the picture with few words to

tell the story.

6) The resulting effect of the coherence principle is called

“redundancy effect.” In designing interactive digital materials,

learners gain knowledge better with animation and text, than

from narration, animation and text. Text is a visual presentation,

which competes with the animation for visual attention in the

presentation. When video capabilities are utilized, teachers

should not use animations since that will compete with the

movement in the video. An animation as a short video file can-

not compete with another video file in the same environment.

Using CCMT as a theoretical framework for designing inter-

active digital materials, educators can create functional teacher-

made multimedia materials aligned with their curriculum, stu-

dent learning outcomes and competencies. Materials created by

teachers are more focused on addressing student learning out-

comes. File created by teachers can easily be shared via the

Web using Camtasia’s web sharing location at screencast.com.

This website provides 2 GBs of free space with an option to

pay for additional space. The site generates a web address or

URL, which is shared with students to access files anywhere

and anytime. Figures 2-6 show as variety of ways teacher-

Figure 2.

Lecture presentation on t h e scientific met h o d.

Figure 3.

Lecture presentation on thes is wo rkshop.

Figure 4.

Article review multimedia file.

Figure 5.

Chapter presentation multimedia file.

made interactive digital materials can impact classroom learn-

ing:

 Figure 2 is video presentation on the scientific method

P. H. BULL

Figure 6.

Lecture presentation multimedia file.

 Figure 3 is a video presentation on thesis writing by a high

school language arts teacher;

 Figure 4 is an article review done by a graduate student in

my course. This exercise was done to flip class presenta-

tions;

 Figure 5 is a chapter presentation done by a graduate stu-

dent in my course. This is a shift from the tradition class-

room presentation to flipping class presentations with video

podcasts;

 Figure 6 is an of a class demonstration done in one of my

graduate course to help students understand a concept;

 Figure 7 is an example of a mathematics lesson on numbers

created by an elementary teacher.

Interactive Digital Materials and Multiple

Intelligences Theory

Gardner (1993) states that intelligence should not be meas-

ured as a singular entry, but by multiple entries relating intelli-

gences possessed by all humans. Gardner’s eight basic multiple

entries could be addressed in different combinations in design-

ing interactive digital materials for instruction. Multiple intelli-

gences theory allows multimedia designers to create interactive

learning materials aligned with universal design for learning

and differentiated learning for students. These two principles

are intricately aligned with learning and teaching styles. The

universal design for learning is a set of principles that provide

all learners with equal opportunities to learn. Designing interac-

tive digital learning materials with a focus on the multiple intel-

ligences of learners provide learners with equal opportunities to

learn based on their learning styles and combination of their

intelligence entries in the areas of linguistic, logico-mathemat-

ics, spatial, bodily-kinesthetic, musical, interpersonal, intraper-

sonal, and naturalist intelligences. Understanding how students

demonstrate their intellectual capacity is an important factor for

teachers in designing instruction to meet the specific learning

needs of students who may be dominant in one or several intel-

ligence as opposed to other forms of intelligence. On the other

hand, differentiated instruction is a method of teaching that

involves matching learning styles with abilities. This is best

accomplished through intentional design of interactive multi-

media files to address learning styles, academic levels, and

intelligences of students to better facilitate the learning process.

The process of designing interactive digital materials to sup-

port universal learning design and differentiated learning align-

ed with multiple intelligences requires an understanding of how

Figure 7.

Lesson on numbers for kindergarten students.

multimedia is aligned with each intelligence (Brown, 2005).

The following is an overview of how multiple entries could be

addressed in using CCTM as the theoretical framework to de-

sign interactive digital learning materials addressing verbal and

visuals systems:

 Linguistic intelligence (Verbal system)—Interactive digital

materials promotes use of this entry through a variety of op-

tions: Use of text, text overlays on videos, use of text in

content area, presentation of text in videos, use of audio and

audio that is part of the video (Moreno, 2006; Moreno,

2007).

 Logical-mathematical intelligence (Verbal and visual sys-

tems)—this entry is promoted in interactive digital learning

materials through logical audio presentations, video pres-

entations and mathematic/logical presentations;

 Spatial intelligence (Visual system)—this entry is promoted

in interactive digital learning materials through visual-spa-

tial ideas, use of graphics, pictures, images, animations, ap-

plets, maps, and videos;

 Bodily-kinesthetic intelligence (Verbal and visual system)

—this entry is promoted in interactive digital learning ma-

terials through the video components of Camtasia. Instruc-

tors can record demonstrations and movements, which stu-

dents would emulate, work on or modify;

 Musical intelligence (Verbal and visual system)—this entry

is promoted in interactive digital learning materials in a va-

riety of ways. Music or sound could be embedded in the

videos such as songs, musical videos, musical demonstra-

tions and use of musical pieces as background, introductory

or end of presentations. Audacity is more effective in de-

signing audio files;

 Interpersonal intelligence (Verbal)—this entry is promoted

in interactive digital learning materials through audio or

video presentations. This entry deals with an individual’s

capacity to understand, perceive and relate to other people;

 Intrapersonal intelligence (Verbal and visual system)—this

entry promotes use of interactive digital learning materials

to support asynchronous learning. It provides students with

opportunity to review presentations at their own pace and

time and with many opportunities to do so;

 Naturalist intelligence (Visual system)—this entry promotes

use videos and sounds of nature to create digital learning

materials to engage and motive students. This entry also

provides students with opportunities to see nature’s envi-

ronment and hear nature’s sounds that they would experi-

ence in real life.

P. H. BULL

618

The combination of Gardner’s multiple intelligences theory

aligned with Mayer’s six principles of multimedia design within

CCMT promotes the design of effective interactive digital mate-

rials to engage, motivate, and achieve student learni ng o u t c omes .

Interactive Digital Learning Materials and

Constructivist Theory

The use of constructivist approach in instructional design and

delivery of multimedia content of CCTM focuses on construc-

ting knowledge through prior visual and verbal experiences.

The constructivist theory of instruction is based on principles of

learning that were derived from branches of cognitive science.

The constructivist teaching approach theory makes effective

use of students’ prior knowledge and cognitive structures based

on those experiences (Mayer et al., 1999; Bull, 2012). An

example of what this means for designing interactive digital

learning materials in that images, animations, pictures and

graphics used should relate to student’s prior experiences.

Interactive digital learning materials support the integration of

images, animations, pictures and graphic to promote learning

through experiences aligned with visual and verbal repository

systems of the learner (Moreno & Mayer, 2000).

To ensure that instruction presented as part of an interactive digital

learning material is aligned with tenets of constructivism, teachers

and educators should ensure that the content, design and presen-

tations of interact ive digital m aterials are aligned with following:

 Digital learning materials should be context based;

 Content presented should relate to objectives of the lesson

or presentation;

 Digital learning materials should promote participation

through active involvement;

 Digital learning materials should promote collaboration and

engage students in learning;

 Digital learning materials presented should lay the founda-

tion for students to develop autonomy and control over

learning by creating new knowledge;

 Digital learning materials should promote personal growth

of students by creating new knowledge;

 Learning outcomes should stimulates a perspective and an

understanding rather than a prescribed outcome.

Case Studies

Case Study #1

Anderson and Bull (2010) conducted a study on the effects of

using teacher-made multimedia interactive materials on stu-

dents’ perceptions of learning with multimedia presentations

and how multimedia promoted learning. Participants were 38

first grade students and two certified teachers.

Methodology

Researchers designed interactive digital materials on Black

History Month teaching unit. Classroom teachers were trained

on how to implement multimedia lessons. The study employed

both qualitative and quantitative data analysis. Data for the

qualitative analysis were obtained from observations, surveys,

students’ Black Wax Museum, and focus group discussion.

Case Study #1 Findings

The case study findings yielded the following themes:

 Students were engaged in learning;

 Addressed different learning styles;

 Promoted use of prior knowledge aligned with visual and

verbal knowledge;

 Promoted higher level thinking skills;

 Promoted literacy skills;

 Motivated students to learn.

Case Study #2

Researcher conducted a case study on the effects of flipping

a graduate course with instructor and students’ designed inter-

active digital materials on student learning outcomes.

Participants were 10 graduate students and researcher.

Methodology

Research designed interactive learning materials for course

presentations, lectures, and demonstrations of concepts. See

Table 1 for samples of teacher-made interactive digital materi-

als. Students were trained to use Camtasia and Audacity to

design interactive learning materials for course presentations,

article reviews, assignments, and chapter presentations. See

Figures 2-6. Data for the qualitative analysis were obtained

from observations, surveys, and focus group discussion.

Case Study #2 Findings

Analysis of data revealed the following themes:

 Creating interactive digital materials promoted effective use

of instructional time;

 Transformed students to producers of knowledge;

 Files were archived and access as needed;

 Supported synchronous and asynchronous learning;

 Students lea rn at their pac e a n d time;

 Skills required to design interactive digital materials are per-

quisites to flip a classroom;

 Instructor’s knowledge on how to design and flip was key

to successful implementation;

 Promoted mobile learning as files shared via web portals

were accessed with mobile devices.

Benefits of Interactive Digital Materials

There are several benefits of using CCTM in designing tea-

cher-made interactive digital learning materials. The follow-

ing are some of the benefits:

 An effective way of delivering asynchronous learning;

 Promotes online delivery of instruction;

 Promotes flipping the classroom;

 Alternative method of instruction to face-to-face instruction;

 Easily capture and synchronize audio and video with slides

from your PowerPoint presentations;

 Create rich-media presentations;

 Create an engaging rich-media presentation that can help

students understand concepts better;

 Interactive digital learning materials address a variety of

learning styles that tap into the multiple intelligences of

students;

 Supports a wide variety of audio and video file formats, for

high-quality audio and video;

 Enables capture of live audio and video using any capture

device;

 Includes compelling transition and video effects.

P. H. BULL

Table 1.

Samples of instructor designed materials.

File Name and URL

Creating a Form

http://www.screencast.com/t/EwKcxfFIY8S

Validating Forms Video

http://www.screencast.com/t/bSvDR24zMZW6

Creating a S p r y Validation

http://www.screencast.com/t/Q4C8rXZicQT

Creating a F orm Radio Button

http://www.screencast.com/t/ubS03bH1Js

Creating a For m Check box

http://www.screencast.com/t/ubS03bH1Js

 Saves time while offering great flexibility and high-quality

output;

 Promotes anywhere and anytime learning;

 Promotes mobile learning as files can be accessed online on

mobile devices.

Discussion

Educational Implications

In general, when teachers create functional digital learning

materials for their classrooms, learning is enhanced, students

are engaged and motivated to learn. It also promotes a shift

from commercially generated files to files that are more aligned

with competencies and objectives. Teachers could develop

training contents for tutorials, telefieldtrips, and virtual training.

Interactive digital files address unique teaching and learning

styles to improve how students learn. Promoting teacher-made

digital learning materials would require that educational sys-

tems improve staff development training for teachers. Teachers

can produce on-demand broadcast by capturing live video and

audio presentations. It promotes a paperless environment in

which educational institutions are able to archive events and

other school activities. It lays the foundation for asynchronous

learning via the web. Finally, it saves money as institutions

would spend less on commercially designed ma terials.

Conclusion

Use of teacher-made interactive digital learning materials

will revolutionize educational presentations and enhance e-

learning delivery when aligned with CCMT to produce dy-

namic presentations that create a balance between the learners’

prior verbal and visual experiences, sensory repository, multi-

ple intelligences and learning styles to construct new knowl-

edge. Camtasia and Audacity are great tools with great benefits

for synchronous and asynchronous learning. As is the case with

designing interactive learning materials for learning, issues of

edge and use of camcorders, downloading and editing videos,

time constraints, technical support and access to a server to

upload final projects may pose some limitations to the effective

use of Camtasia and Audacity in designing interactive digital

learning ma terials.

Acknowledgements

The author thanks graduate students whose work are men-

tioned and displayed in this paper.

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