Multimedia Critique
Assessment Rubric
| 0 – 2 (Needs Additional Work) | 3 (Marginally Meets Expectations) | 4 (Fully Meets Expectations) | 5 (Exceeds Expectations) | |
| Theories of Multimedia Learning | Visuals and narration are poorly aligned, excessive text or irrelevant text that increases cognitive load, and distracts from learning. | Applies some multimedia learning principles, but is inconsistent. While key ideas are communicated, unnecessary elements can still distract learning. | Demonstrates strong application of multimedia learning. Key ideas are well integrated, and key information is clearly supported through design. | The application of multimedia learning is very strong. Key ideas are integrated in a way to enhance meaning and support a deeper understanding, drastically reducing cognitive load. |
| Models of Active Learning | Learners are passive learners, with little to no opportunity for interaction, reflection, or application. | Limited opportunity for the learner engagement, such as basic interactions or reflection prompts, these are minimal or inconsistent | Supports active learning through meaningful interactions and prompts, or opportunities for learners to engage with and apply concepts. | Demonstrates a strong understanding of active learning models, engagement through interactive tasks, reflection, or porblem solving that supports knowledge construction |
| Accessibility & Universal Design for Learning | Lacking essential accessibility features and doesn’t support diverse learning needs, creating barriers to participation and understanding. | Has some accessibility features, but does not fully support diverse learning or consistently address learner variability. | Demonstrates alignment with Universal Design for Learning by providing an accessible design and inclusive language. | Demonstrates a strong alignment with Universal Design for Learning by offering multiple accessibility features to ensure learning is maximized. |
Evaluations
Poor:
This video demonstrates the installation of a Star Light Headliner. Although it presents visual footage of the installation process, the lack of explanation and signalling prevents learners from forming meaningful connections between actions and concepts. The video has large gaps, for example, when taking the headliner down, there are no steps shown on how to actually remove it, but instead a montage is played. The montage-style video increases cognitive load by requiring viewers to understand steps without guidance, limiting comprehension. There are no prompts encouraging reflection or application besides 10 seconds of talking, and learners are not guided to engage with the process in a way that supports understanding. There is minimal verbal explanation of the process, which limits learners who rely on auditory guidance. This video assumes prior knowledge rather than designing for learner variability.
- Theories of Multimedia Learning 2/5
- Models of Active Learning 1/5
- Accessibility & Universal Design for Learning 1/5
- Final Score: 4/15
Okay:
This video demonstrates plasti dipping rims on a car. The video has clear narration aligned with the actions shown. The narration helps reduce confusion and supports basic understanding. However, the video lacks on-screen structure and visual emphasis on steps. An example of this would be not explaining how to actually use the spray instead of just telling, also not including important details such as the materials used and preparation. As a result, cognitive load can be manageable because of the short length of the video. The video positions learners as passive observers. Learners are not actively engaged with the process other than watching. This limits the video’s ability to support deeper learning. The video does show a representation of spoken explanation and visual demonstration. This can benefit some learners, but the absence of captions or any written guidance limits the accessibility for learners.
- Theories of Multimedia Learning 3/5
- Models of Active Learning 2/5
- Accessibility & Universal Design for Learning 2/5
- Final Score: 7/15
Excellent
This website shows How A Car Works. It demonstrates strong alignment of multimedia learning. The information is presented through a clear combination of text, diagrams, and videos that are integrated perfectly and help support understanding. The clean design and layout of the website make navigation seamlessly easy. By allowing learners to focus on key concepts with distraction helps reduce cognitive load. The website strongly supports active learning by encouraging exploration and self-directed engagement. Learners can choose which parts of a car they would like to learn about. They can do this by reading text and looking at diagrams or watching videos that integrate the text and diagrams in a visual representation. Their layout is clean, navigation is easy, and learners can control their pace and decide how deeply they want to learn about the topics.
- Theories of Multimedia Learning 5/5
- Models of Active Learning 4/5
- Accessibility & Universal Design for Learning 5/5
- Final Score: 14/15