Definition: Multimodal learning environments allow instructional elements to be presented in more than one sensory mode (visual, aural, written). In turn, materials that are presented in a variety of presentation modes may lead learners to perceive that it is easier to learn and improve attention, thus leading to improved learning performance; in particular for lower-achieving students (Chen & Fu, 2003; Moreno & Mayer, 2007; Zywno 2003). Mayer (2003) contends that students learn more deeply from a combination of words and pictures than from words alone; known as the ‘multimedia effect’. Further, Shah and Freedman (2003) discuss a number of benefits of using visualisations in learning environments, including: (1) promoting learning by providing an external representation of the information; (2) deeper processing of information; and (3) maintaining learner attention by making the information more attractive and motivating, hence making complex information easier to comprehend. Fadel (2008) found that, ‘students engaged in learning that incorporates multimodal designs, on average, outperform students who learn using traditional approaches with single modes’ (p. 13)¹.

Example in Practice: During the abrupt shift from traditional in-person anatomy teaching to online, students’ in-person cadaveric learning sessions were not permitted due to local public health and safety requirements. BC Children’s Hospital Digital Lab along with team of approximately 8 stakeholders, including cardiologists, researchers, medical students, and learning designers designed, created and tested a customized congenital heart disease e-learning course for medical students that contained interactive 3D models of anonymized pediatric congenital heart defects.

This remote e-learning course was also well integrated with Fleming VARK model (visual, auditory, reading or writing, and kinesthetic learners) [20], providing course materials, which are tailored for different ways of learning. Visual learners are supported through the addition of videos, graphics, and animations. Auditory learners are supported through the addition of videos. Reading and writing learners are supported through didactic text within each module. Finally, kinesthetic learners are supported through the opportunity to interact with patient-specific 3D virtual models². [On the basis of the test scores measured before and after using the e-learning course, students’ knowledge significantly improved³…]

Screen shot of Video describing a heart with tetralogy of Fallot using a patient-specific 3D printed model.

source:https://asset.jmir.pub/assets/068c6d372410fba929260f0676cef946.png

screen shot of Video describing tetralogy of Fallot using a cadaveric specimen.

source:https://asset.jmir.pub/assets/5c736cfc6c1ba0298b9afa32a2b6f9fe.png 

screen shot of Interactive 3D virtual models of tetralogy of Fallot.

source:https://asset.jmir.pub/assets/5f0acd26b0de210e6607d2005f1f7660.png

References:

1. Engaging students through multimodal learning environments - The journey continues

Sankey, M; Birch, Dawn; Gardiner, Michael W, 2010 p.853

https://research.usc.edu.au/discovery/delivery/61USC_INST:ResearchRepository/12126262210002621?l#13127119900002621

2. Replicating Anatomical Teaching Specimens Using 3D Modeling Embedded Within a Multimodal e-Learning Course: Pre-Post Study Exploring the Impact on Medical Education During COVID-19

Stunden C, Zakani S, Martin A, Moodley S, Jacob J, JMIR Med Educ 2021;7(4):e30533 p.27

https://mededu.jmir.org/2021/4/PDF

3. Replicating Anatomical Teaching Specimens Using 3D Modeling Embedded Within a Multimodal e-Learning Course: Pre-Post Study Exploring the Impact on Medical Education During COVID-19

Stunden C, Zakani S, Martin A, Moodley S, Jacob J, JMIR Med Educ 2021;7(4):e30533 p.31

https://mededu.jmir.org/2021/4/PDF