The Effect of Using Multimedia-Based Instructions upon University Students' Writing

نوع المستند : المقالة الأصلية

المؤلف

كلية الاداب جامعة المنصورة

المستخلص

Abstract

It is a qualitative study and examines the impact of multimedia-based instructional technique on writing and engagement of higher education students. Based on the cognitive load theory and dual coding theory, the study will adopt the literatures existing to explore the ways through which audio-visual learning environment can be used in the learning of writing in an academic setting. As becomes apparent from the analysis, writing, motivation, and learning outcomes are much better when using the multimedia instruction as opposed to the traditional imposition of learning in written form. From most amazing findings, we can confirm that the deliberate multimedia interventions can reduce the amount of cognitive load and play a role in how more detailed the writing processes are. However, this works well as per the quality of implementation, technological infrastructural and preference of individuals. Nonetheless, this paper offers theory and practical recommendations to instructors that take into account the implementation of multimedia technologies within writing classes in higher educational institutions.

literacy, higher education, educational technology

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الموضوعات الرئيسية

مجلة بحوث کلية الآداب . جامعة المنوفية
المجلد 37، العدد 144.1
ج1( اللغات)
يناير 2026

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