Teaching materials aligned or unaligned with the principles of the Cognitive Theory of Multimedia Learning: the choices made by Physics teachers and students

TL;DR

This study examines whether Physics teachers and students in Brazil prefer multimedia materials aligned with the Cognitive Theory of Multimedia Learning principles, highlighting the importance of including CTML in teacher education.

Contribution

It provides empirical evidence on the choices of Physics educators and students regarding CTML-aligned materials despite lack of formal knowledge of the principles.

Findings

Most participants preferred CTML-aligned materials

A significant portion did not choose aligned materials

Highlights the need to include CTML in curricula

Abstract

In a recent study [Rev. Bras. Ens. F\'is. vol. 45, 2023], the absence of the Cognitive Theory of Multimedia Learning (CTML) in the curricula of Physics teacher education programs at Brazilian public universities was highlighted. Considering this gap, the present study investigates whether, even without any formal prior knowledge of CTML principles (Coherence, Signaling, Spatial Contiguity, Segmentation, Multimedia, and Personalization), Physics teacher trainees and educators tend to choose, among two formats of multimedia materials - one aligned with a given CTML principle and the other not - the materials aligned with these principles. The findings of this case study revealed that, although most participants generally selected materials aligned with the mentioned principles, a significant portion did not. These results underscore the importance of Brazilian universities considering the inclusion of CTML in Physics teacher education curricula.