Exploring Learners’ Attitudes Towards Instructor- and Learner-Managed Strategies for Transient Dynamic Multimedia in Audio Education

Published

15-1-2026

Type of Work

Conference Presentation

Project Affiliation

PhD in Education

Abstract

Dynamic instructional multimedia plays a central role in higher education, particularly in high element interactivity domains such as audio engineering education. Videos and animated slide sequences allow instructors to present complex conceptual and procedural information in an engaging visual format. However, when these materials unfold continuously, novice learners often struggle to process this dense information before it disappears from view. Both the Cognitive Theory of Multimedia Learning and Cognitive Load Theory explain why this happens by highlighting the limited capacity of working memory and the importance of instructional pacing. These theories emphasise that learners benefit from multimedia only when its design effectively manages cognitive demands.

This ongoing PhD study investigates learners’ attitudes toward two strategies for the transient information effect. The first strategy, instructor-managed pacing, presents pre-segmented units created by the instructor and advanced by the learner through a simple continue button. Each segment is self-contained and proceeds only when the learner chooses to move forward, but their control is limited to this single action. The second strategy, learner-managed pacing, provides the same content but offers complete control through standard multimedia playback features such as a scroll bar, pause, play, rewind, skip, chapters, and adjustable playback speed. This design allows learners to move backwards, linger on difficult material, or skim ahead depending on their needs.

Although both strategies have been studied extensively, their effectiveness depends on how learners experience them. Prior knowledge, motivation, and confidence using technology can shape these experiences in ways that are not always captured in performance-based research. As a result, recent reviews highlight the need for studies that examine perceptions, preferences, and attitudes rather than relying solely on test scores or cognitive load metrics.

The purpose of the study is to explore how these two pacing strategies influence perceived cognitive load, engagement, and instructional satisfaction among novice and advanced learners. Audio engineering is an ideal context for this inquiry because beginners must integrate conceptual and procedural knowledge rapidly, often while interacting with unfamiliar interfaces and terminology. Understanding how learners experience these pacing strategies may yield insights into cognitive processing and motivational responses in complex technical subjects.

A qualitative descriptive design anchors the research. Data will be collected through semi-structured focus groups and reflective interviews that invite learners to discuss how each pacing strategy shaped their understanding, confidence, and attention. Quantitative indicators, such as mental effort ratings and short perception surveys, will be collected to support and contextualise the qualitative findings. This combination offers a balanced understanding of learner experience while accommodating the small cohort sizes typical of specialised technical programmes.

The expected contribution of this project is two-fold. First, it will expand current discussions on multimedia learning by foregrounding learners’ subjective experiences with pacing strategies. Second, it will generate practical recommendations for instructors and curriculum designers working in high-interactivity creative media domains such as audio engineering. By understanding how learners perceive and navigate different pacing structures, educators can design multimedia materials that are cognitively manageable, motivating, and better aligned with the needs of beginners entering technical fields.

Citation

Aroz, Z. (2026). Exploring Learners’ Attitudes Towards Instructor- and Learner-Managed Strategies for Transient Dynamic Multimedia in Audio Education [Staff Scholarship, SAE University College]. Creo.

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