The Effect of Using Multimedia-Based Instructions upon University Students' Writing

Abstract

It is a qualitative study that investigates the effect of multimedia-based instructional technique on writing and engagement of higher education students. Based on the cognitive load theory and the dual coding theory, the study will incorporate the literature available to examine how audio-visual learning environment can be applied in learning academic writing. As the analysis indicates, writing, motivation, and learning outcomes are significantly better using the multimedia instruction as compared to the traditional imposition of learning in written form. The most amazing findings confirm that deliberate multimedia interventions can reduce the amount of cognitive load and play a role in how more detailed the writing processes are. However, this works well as per the quality of implementation, the technological infrastructure, and preference of individuals. Nonetheless, this paper provides theory and practical recommendations to instructors that consider the implementation of multimedia technologies within writing classes in higher educational institutions.