Multimedia Critique

sargun02

In this assignment, the goal of this rubric is to incorporate key theories of multimedia learning, principles of Universal Design for learning, and models of active learning into a thorough, reliable tool for assessing the quality of academic multimedia resources. Based on multimedia learning theory, the rubric focuses on design features like signalling and coherence, using headings, summaries, and visual cues to highlight important ideas while reducing unnecessary content that can increase cognitive load. From an active learning perspective, the rubric looks at how resources encourage learner control, practice, and feedback, such as allowing learners to choose their pace, adjust task difficulty, and reflect on their progress. Grounded in UDL, the rubric examines whether resources provide multiple ways for learners to access information, stay engaged, and show what they understand through different formats and interactive elements. Together, these principles help ensure the rubric evaluates not just what is being taught, but how well the design supports meaningful, accessible, and active learning.

Resource 1 (Poor)– https://www.youtube.com/watch?v=JgvDuLcL4yQ&t=13s

  1. Theories of Multimedia Learning- Extraneous Cognitive Load- 2/5
  2. Minimal signalling and structure
  3. Submissive- no activities
  4. Simple images unrelated to in-depth comprehension
  • Theories of Multimedia Learning- Intrinsic Cognitive Load – 2/5
  • Content flows well, but with less segmentation
  • Concepts are shown at a basic level
  • Models of Active Learning- The ICAP Framework-1/5
  • Learning is passive, and only watching the video
  • Models of Active Learning- Merrill’s Principles of Instruction-2/5
  • Although concepts are explained, students are not given the chance to put what they have learned into practice.
  • No activities to assist knowledge integration or feedback.
  • Accessibility & Universal Design for Learning (UDL)-2/5
  • There are no other ways for students to express themselves or engage beyond observing.

Total Scores: 9/25

Resource 2 (Okay)– https://www.youtube.com/watch?v=G4H1N_yXBiA&t=1s

  1. Theories of Multimedia Learning- Extraneous Cognitive Load-2/5
  2. Extra texts that don’t add meaning
  3. Headings are better than resource 1, but not very dependable.
  • Theories of Multimedia Learning- Intrinsic Cognitive Load –4/5
  • Simple illustrations and examples are used to explain some difficult concepts.
  • Ideas are presented in a logical order- from causes to effects
  • Viewers can follow the main ideas without being overwhelmed by the pace
  • Models of Active Learning- The ICAP Framework-2/5
  • No questions included
  • Most of the video is passive
  • Models of Active Learning- Merrill’s Principles of Instruction-2/5
  • Clear examples are used to illustrate concepts
  • For students to practice or integrate knowledge, there isn’t a guided application 
  • Accessibility & Universal Design for Learning (UDL)-3/5
  • Learner pacing is made possible by playback controls
  • Captions are available as well

Total Scores: 13/25

Resource 3 (Excellent)– https://www.youtube.com/watch?v=SDRxfuEvqGg

  1. Theories of Multimedia Learning- Extraneous Cognitive Load-4/5
  2. The narration, text, and images are all closely related to the main ideas and closely match the content.
  3. Minimal irrelevant or distracting content to maintain focus on learning objectives
  • Theories of Multimedia Learning- Intrinsic Cognitive Load –5/5
  • Important scientific concepts are presented in the proper context
  • Rather than overwhelming, charts and graphs help in understanding
  • Models of Active Learning- The ICAP Framework-5/5
  • Viewers might slowly be encouraged to think further in curiosity
  • Although there aren’t any clear interactive tasks included, the depth of the content might slowly help learners make sense of it
  • Models of Active Learning- Merrill’s Principles of Instruction-5/5
  • This video encourages thinking in real-world scenarios, though there are no included tasks offered.
  • The video also relies on knowledge that already exists by referencing climate science before moving to adaptation.
  • Accessibility & Universal Design for Learning (UDL)-5/5
  • Learners can replay or pause the challenging parts.
  • Captions are available and enhance accessibility for numerous students

Total Scores: 24/25