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BENEFITS OF MULTIMEDIA IN TRAINING.
Barron, A. E. & Orwig, G. W. (1995). Multimedia Technologies for Training. An Introduction. Englewood, CO: Libraries Unlimited, Inc.
Technology is an integral part of most businesses. Point-of-sale computer systems in retail stores track all purchases, inventory, and sales; most office workers have personal computers on their desktops; factories are automated; and worldwide business teleconferences are common. Fax ma-chines and electronic mail are changing the way businesses exchange information, and telephone and cable companies are competing with each other to develop interactive technologies. Few people doubt the power of technology when it comes to information processing and transmission, data analysis, and the automation of routine tasks.
According to experts, the market for interactive technology could reach $14 billion by 1995, and many people "believe that the development of interactive media is equal in importance to the development of railroads'' (Solomon 1993, 44). As technology becomes more available, affordable, and standardized, companies and educational institutions are turning to interactive multimedia as a part of their training programs. A 1993 survey of the Fortune 1000 companies conducted by a research firm in Massachusetts, found that "45 percent of the larger companies are already using multimedia technologies to do a portion of their in-house training" (Fryer 1994, 56).
Multimedia training applications may be developed in many forms, including tutorials, simulations, virtual reality, expert systems, or "just in time" training embedded in performance support systems. Technology is also enhancing training with the transmission, delivery, and storage of interactive lessons through networks, telecommunications, and optical media.
Benefits of Multimedia Technology in Training
Multimedia can be loosely defined as computer-based technology integrating some, but not necessarily all, of the following: text, graphics, animation, sound, and video. Instructional multimedia refers to applications designed to target specific learning objectives. Instructional multimedia has been embraced in training environments because it combines the interactivity and management features of computer-based training with the benefits of realistic audio and video.
Numerous research studies on instructional multimedia have been published in the past 10 years. However, the field is extremely diverse and complex, and it is difficult to generalize the findings. One confounding factor is that many of the technologies are still emerging and have not been fully examined. This section contains summaries of analyses and case studies related to the effectiveness and benefits of instructional multimedia.
Increased Effectiveness. To date, most of the research on the effectiveness of technology in training has been conducted with media comparison studies (comparing a group trained using instructional multimedia with a group trained by traditional means). The "results of these studies usually show no differences in outcomes between the groups" (Kearsley 1993, 34). The apparent lack of difference could suggest that the variables were too complex or were not properly controlled, the media comparison was an inappropriate design for the study, or the results were assessed over too short a time frame.
Two separate meta-analyses that did note significant differences between multimedia instruction and conventional instruction were conducted by Fletcher (1990) and McNeil and Nelson (1991). The Fletcher meta-analysis reviewed 47 studies that compared interactive videodisc lessons with conventional approaches. He found that interactive videodisc was more effective and that the improvement was "roughly equivalent to increasing the achievement of students at the 50th percentile to that of students currently at the 69th percentile" (1990, v). The McNeil and Nelson analysis compared 63 studies that investigated the cognitive achievement of interactive video instruction. Their results indicated that interactive video "is an effective form of instruction" (1991, 5). Multimedia instruction can also benefit performance-based skills. For example, Federal Express estimated a 30 percent decrease in per-performance errors as the result of an interactive videodisc training program (Fryer 1994).
Self-confidence. Whether or not there is a significant difference in the effectiveness of multimedia instruction over conventional means, there is substantial evidence that students completing technology-based programs have an improved sense of mastery of the materials (Indiana 1990, Nurse 1989). Positive student perceptions can impact student motivation and de-crease student attrition (Rachal 1993).
Reduced Training Time. Studies of the time required to train employees with multimedia and computer-based instruction have consistently found a reduction of 30 percent or more over conventional training (Fletcher 1990, Janson 1992, Ljungstrom and Sorensen 1993). For example, a multimedia training program implemented by Holiday Inn has reduced training time from an estimated 14 days to 6 days (Fryer 1994).
In most businesses, time is money, and the cost of employee time spent attending training is high. Instructional methods that can reduce training time decrease training costs. "Even a small reduction in participant time could make a large impact; for instance, a five percent reduction in training time could save employee time worth $8 billion dollars a year" (Dennis 1994, 25).
Decreased Cost. Although the start-up costs for multimedia are high, multimedia training can be cost-effective over the long run. Fletcher (1990) found a favorable cost ratio for multimedia versus conventional training in -military, industry, and academic environments. In other words, Fletcher I found that multimedia training is less costly than traditional means. De-creased cost for multimedia training appears "to be linked to savings due to use of multimedia versus real equipment, multimedia versus costs of human delivery, or decentralized versus centralized instruction" (Oklahoma University 1993, 1-10). For example, United Airlines estimated a $9 million saving in travel, hotel, and other expenses when they implemented a $150,000 interactive training program (Fryer 1994).
Active Learning. Multimedia involves students in active, rather than passive, learning through physical interaction and cognitive engagement (Oblinger linger 1993). For example, students may be required to answer questions, make menu selections, or provide other meaningful inputs in a program.
Active learning can serve to maintain attention, create new knowledge, and improve achievement (Alessi and Trollip 1991, Hannafin 1993). Multisensory Delivery. Research in learning styles indicates that some students learn better through specific modalities, such as visual, audio, or kinesthetic (Barbe and Swassing 1979, Dunn and Dunn 1978). Some students are visual learners, some learn through hearing, and some learn by touch. Multimedia provides instruction through multiple sensory channels, allowing students to use the sensory modes that they prefer (Oblinger 1993).
Multilingual Delivery. Multimedia instruction can include multiple audio tracks with several different languages. A major benefit of using multimedia training in companies with diverse populations is the ability to instantly change instructional languages (Fryer 1994).
Encourage Exploration. Another advantage of multimedia training pro-grams is that they can be nonlinear and allow students to explore the content from multiple perspectives (Cognition and Technology Group 1990). Multi-media programs that employ this methodology can "help students develop rich mental models as the basis for future learning; create environments that permit sustained exploration by students and teachers; help students explore the domain from multiple perspectives; and develop integrated knowledge structures that help students transfer knowledge to more complex tasks" (Moore, Myers, and Burton 1994, 34).
Motivation. Technology can inspire students by making learning inter-active and relevant. Research studies generally agree that students are positively motivated by the integration of technology (Smith 1987, Tolman and Allred 1991, Barron and Kysilka 1992). The fact that students enjoy working with technology and, therefore, stay on tasks for longer periods of time, could be a valuable, long-term benefit (Summers 1990-91).
Increased Safety. Many environments are too dangerous for training programs. In these cases, it is often possible to design a multimedia program that enables the students to interact with simulations of the environment without safety hazards. For example, the U.S. Navy implemented a multimedia program to safely train signal officers to land aircraft on carriers (Tynan 1993).