You are here:

Effects of Multimedia Video in Learning Human Anatomy

, , UNT Health Science Center, United States ; , University of North Texas, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


One of the major problems in health science education is to understand, comprehend, analyze, apply, and evaluate complex concepts of basic biological sciences such as histology, physiology, anatomy, pharmacology, and clinical skills lab etc. The interactivity nature of multimedia learning can be motivational for active learning. Multimedia instruction provides flexibility for learners to learn individually paced rather than instructor controlled learning. Use of interactive multimedia instruction can be effective to clarify these concepts and mechanisms for the students, and of reusable objects repository can be convenient to meet student education needs of health science program. This study attempts to evaluate the effectiveness of interactive multimedia video on student attitude, engagement, and educational performance.


Bashet, A., Kirchhoff, C. & D'Alba, A. (2015). Effects of Multimedia Video in Learning Human Anatomy. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 871-876). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .


View References & Citations Map


  1. Bandura, A. (1977). Social learning theory. New York: General Learning Press.
  2. Berk, R.A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1–21.
  3. Cairncross, S., & Mannion, M. (1999). How multimedia functions in engineering education. Engineering Science& Education Journal, 8(3), 100–106.
  4. De Leng BA, Dolmans HJ, Muijtjens AM, Vander Vleuten CP.(2007). How video cases should be used as authentic stimuli in problembases medical education. Med Educ, 41:181–8.
  5. Dunleavy, J. & Milton, P. (2009). What did you do in school today? Exploring the concept of Student Engagement and its implications for Teaching and Learning in Canada. Toronto: Canadian Education Association (CEA), 1-22.
  6. Ercan, O. (2014). The effects of multimedia learning material on students’ academic achievement and attitudes towards science courses. Journal of Baltic Science Education, 13(5):608-621.
  7. Fawcett, G. (2000). Do students learn better with technology? It depends on how you define learning! Learning and Technology. Retrieved November 20, 2007, from http//
  8. Garrison, W. (2001). Video streaming into the mainstream. Journal of Audiovisual Media in Medicine, 24(4), 174–178.
  9. Gay, G. (1986). Interaction of learner control and prior understanding in computer-Assisted video instruction. Journal of Educational Psychology, 78(3), 225–227.
  10. Giannotti, E., & Galletti, C. (1996). An approach based on simulation and hypermedia technology to a new courseware in mechanics of machines. European Journal of Engineering Education, 21(3), 229–234.
  11. Höhne, G., & Henkel, V. (2004). Application of multimedia in engineering design education. European Journal of Engineering Education, 29(1), 87–96.
  12. Irby, D., & Wilkerson, L. (2003). Educational innovations in academic medicine and environmental trends. Journal of General Internal Medicine, 18, 370-376.
  13. Kozma RB. (1991). Learning with media. Review of Educational Research, 61(2), 179-212.
  14. Kvavik, R.B., Caruso, J.B. & Morgan, G. (2004). ECAR study of students and information technology 2004: convenience, connection, and control. Boulder, CO: EDUCAUSE Center for Applied Research. 784 British Journal of Education Technology, 39(5). Retrieved December 2010 from Mayer, R.E. (2001). Multimedia learning. New York: Cambridge University Press.
  15. Mayer, R.E., & Johnson, C.I. (2008). Revising the redundancy principle in multimedia learning. Journal of Educational Psychology, 100(2), 380–386.
  16. Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  17. Moreno, R., & Mayer, R.E. (2004). Personalized messages that promote science learning in virtual environments. Journal of Educational Psychology, 96(1), 165–173.
  18. Moreno, R., & Mayer, R.E. (2005). Role of guidance, reflection, and interactivity in an agent-based multimedia game. Journal of Educational Psychology, 97(1), 117–128.
  19. Ornstein, A. & Hunkins, F. (1993). Curriculum-foundations, principles, and theory. Boston, MA: Allyn and Bacon
  20. Palmer, S. (2007). An evaluation of streaming digital video resources in on-and off-campus engineering management education. Computers& Education, 49(2007), 297–308.
  21. Prensky, M. (2007). How to teach with technology: keeping both teachers and students comfortable in an era of exponential change”. Emerging Technologies for Learning, vol. 2, Becta Report. Retrieved from October 15, 2007, from Project Tomorrow (2010). Unleashing the Future: Educators “Speak Up” about the use of Emerging Technologies for Learning. Speak Up 2009 National Findings. Teachers, Aspiring Teachers& Administrators, May 2010. Retrieved December 2010 from
  22. Shephard, K. (2003). Questioning, promoting and evaluating the use of streaming video to support student learning. British Journal of Educational Technology, 34(3), 295–308.
  23. Teoh, B.S-P. And Neo, T-K. (2007). Interactive multimedia learning: Students’ attitudes and learning impact in an animation course. The Turkish Online Journal of Educational Technology, 6(4): 28-37.
  24. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  25. Windham, C. (2005). The Student’s Perspective. In D. Oblinger& J. Oblinger (Eds), Educating the Net generation (pp. 5.15.16).

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact