Abstract
It is now common practice for instructional designers to incorporate digitally recorded lectures for Podcasts (e.g., iTunes University), voice-over presentations (e.g., PowerPoint), animated screen captures with narration (e.g., Camtasia), and other various learning objects with digital audio in the instructional method. As a result, learners are spending more time learning from audio-enhanced digital learning materials for both formal and informal purposes. In this paper, we present digital time-compression as a way to reduce the amount of time learners will spend on a learning task, while still maintaining acceptable intelligibility, pitch, and scores on important dependent measures (e.g., recall, recognition, comprehension, satisfaction). Research dating back to the 1950s is reviewed and framed in the context of multimedia learning environments. Recent research developments are reviewed and a discussion is provided emphasizing several design principles for this technology. Recommendations for future research are provided.
Article PDF
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.Avoid common mistakes on your manuscript.
References
Adesope, O. O. (2010). The cognitive effects of verbal redundancy and animated concept maps on learning (Doctoral dissertation, Faculty of Education-Simon Fraser University).
Barabasz, A. F. (1968). A study of recall and retention of accelerated lecture presentation. Journal of Communication, 18(3), pp. 283-287.
Barron, A. E. (2004) Auditory Instruction. In D. H. Jonassen (ed., pp. 949-978), Handbook of research on educational communications and technology (Mahwah, NJ: Lawrence Erlbaum, 2004).
Barron, A. E., & Atkins, D. (1994). Audio instruction in multimedia education: Is textual redundancy important?. Journal of Educational Multimedia and Hypermedia, 3(3), 295-306.
Benz, C. R. (1971). Effects of time compressed speech upon the comprehension of a visual oriented television lecture. Unpublished doctoral dissertation, Wayne State University.
Boyle, T. (2003). Design principles for authoring dynamic, reusable learning objects. Australian Journal of Educational Technology, 19(1), 46-58.
Carney, R. N. & Levin J. R. (2002). Pictorial illustrations still improve students’ learning from text. Educational Psychology Review, 14(1), 5-26.
Clark, J. M. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.
Clark, J. M. & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-170.
Dwyer, F. M., & Lamberski, R. (1983). The instructional effect of coding (color and black and white) in facilitating students’ information acquisition and retrieval. Educational Communication & Technology Journal, 31, 9-21.
Fairbanks, G., Guttman, N., & Miron, M. S. (1957). Auditory comprehension of repeated high-speed messages. Journal of Speech and Hearing Disorders, 22, 23-32.
Foulke, E., A. & Sticht, T. G. (1967). The intelligibility and comprehension of accelerated speech. Proceedings of the Louisville Conference on Time Compressed Speech, Louisville, KY, pp. 21-28.
Goldhaber, G. M. (1970). Listener comprehension of compressed speech as a function of the academic grade level of the subjects. Journal of Communication, 20(1), 167-173.
Hede, A. (2002). An integrated model of multimedia effects on learning. Journal of Educational Multimedia and Hypermedia, 11(2), 177-191.
Honing, H. (2006). Evidence for Tempo-Specific Timing in Music Using a Web-Based Experimental Setup. Journal of Experimental Psychology, 32(3), 780–786.
Janse, E., Nooteboom, S., & Quene, H. (2001). Word-level intelligibility of time-compressed speech: Porsodic and segmental factors. The Netherlands: Utrecht Institute of Linguistics.
Jester, R. E., & Travers, R. M. W. (1967). The effect of various presentation patterns on the comprehension of speeded speech. American Educational Research Journal, 353-360.
Junor, L. (1992). Teaching by tape: Some benefits, problems, and solutions. Distance Education, 13(1), 93-107.
Kullhavey, R. W., Lee, B. J., & Caterino, L. C. (1985). Conjoint retention of maps and related discourse. Contemporary Educational Psychology, 10, 28-37.
Levin, J. R. (1981). On functions of pictures in prose. In Pirozzolo, F. J., and Wittrock, M. C. (eds.), Neuropsychological and Cognitive Processes in Reading, Academic Press, New York, pp. 203–228.
Mayer, R. E. (2001). Multimedia Learning. New York: Cambridge University Press.
Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85-139.
Mayer, R. E. (2003). Elements of a science of e-learning. Journal of Educational Computing Research, 29(3), 297-313.
Mayer, R. E., & Gallini, J. K. (1990). When in an illustration worth ten thousand words? Journal of Educational Psychology, 82(4), 715-726.
McDaneial, M. A., Pressley, M. (1987). Imagery and Related Mnemonic Processes: Theories, Individual Differences, and Applications. New York City, New York: Springer-Verlag.
Moore, D. L., Hausknecht, D., & Thamodaran, K. (1986). Time compression, response opportunity, and persuasion. Journal of Consumer Research, 85-99.
Nichols, R. G., & Stevens, L. A. (1957). Are you listening? New York: McGraw-Hill.
Omoigui, N., He, L., Gupta, A., Grudin, J., & Sanocki, E. (1999). Time-compression: systems concerns, usage, and benefits. Proceedings of the SIGCHI conference on Human factors in computing systems: the CHI is the limit, Pittsburgh, Pennsylvania, pp. 136 – 143.
Paivio, A. (1986). Mental representations. New York: Oxford University Press.
Paivio, A. (1990). Mental representations: A dual coding approach. New York: Oxford University Press.
Pastore, R. S. (2010). The effects of diagrams and time-compressed instruction on learning and learners’ perceptions of cognitive load. Educational Technology Research and Development, 58(5), 485-505.
Pastore, R. (2012). The effects of timecompressed instruction and redundancy on learning and learners’ perceptions of cognitive load. Computers & Education, 58(1), 641-651.
Pastore, R. (In Review) Learners’ Perceptions of Time Compressed Instruction.
Richaume, A., Steenkeste, F., Lecocq, P., & Moschetto, Y. (1988, November). Intelligibility and comprehension of French normal, accelerated and compressed speech. In Engineering in Medicine and Biology Society, 1988. Proceedings of the Annual International Conference of the IEEE (pp. 1531-1532). IEEE.
Reid, R. H. (1968). Grammatical complexity and comprehension of compressed speech. Journal of Communication, 18(3), 236-242.
Ritzhaupt, A. D. (2010). Learning Object Systems and Strategy: A description and discussion. Interdisciplinary Journal of E-Learning and Learning Objects, 6(1), 217-238.
Ritzhaupt, A. D., Gomes, N. D., & Barron, A. E. (2008). The effects of time-compressed audio and verbal redundancy on learner performance and satisfaction. Computers in Human Behavior, 24(5), 2434-2445.
Ritzhaupt, A. D., & Barron, A. (2008). Effects of time-compressed narration and representational adjunct images on cuedrecall, content recognition, and learner satisfaction. Journal of Educational Computing Research, 39(2), 161-184.
Ritzhaupt, A. D., Barron, A. E., & Kealy, W. A. (2011). Conjoint processing of timecompressed narration in multimedia instruction: The effects on recall, but not recognition. Journal of Educational Computing Research, 44(2), 203-217.
Schnotz, W. (2005). An integrated model of text and picture comprehension. In: Mayer, (Ed.), The Cambridge handbook of multimedia learning, Cambridge University Press, New York. pp. 49-69.
Schnotz, W., Bannert, M. (1999). Supports and interference effects in learning from multiple representations. In Bangera, S. (Ed.), European Conference on Cognitive Science, 27-30 Oct. 1999, Instituto di Psicologia, Nazionale delle Ricerche, Rome, Italy, pp.447-452.
Standing, L. G., Conezio, J., Haber, N. (1970). Perception and memory for pictures: Single trial learning for 2500 visual stimuli. Psychonomic Science, 19, 73-74.
Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
Taylor, S. E. (1964). Listening: What research says to the teacher. Washington, DC: National Education Association of the United States.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Pastore, R., Ritzhaupt, A.D. Using Time-Compression To Make Multimedia Learning More Efficient: Current Research and Practice. TECHTRENDS TECH TRENDS 59, 66–74 (2015). https://doi.org/10.1007/s11528-015-0841-2
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11528-015-0841-2