Abstract
Purpose: This study evaluates the cognitive-instructional multimedia design quality of selected animated mathematics videos, defined as the alignment of visual, verbal, and temporal design features with Richard E. Mayer’s twelve multimedia learning principles, and examines the potential relevance of these features to mathematical problem-solving learning.
Method: This qualitative study employed directed qualitative content analysis. Following an initial descriptive mapping of all ten videos based on their mathematical content, visual representations, narration, text, animation, examples, and learning activities, three contrasting and information-rich cases (M5, M8, and M10) were purposively selected for in-depth analysis. The cases represented variation in visual-symbolic integration, information organization associated with potential extraneous processing demands, and learner-oriented prompting and reflective features. Qualitative coding was guided by Mayer’s twelve multimedia learning principles and supported by a four-level descriptive rating (1 = very low, 2 = low, 3 = good, and 4 = very good).
Findings: M5 showed strengths in spatial contiguity, temporal contiguity, and multimedia through coordinated concrete objects, mathematical symbols, and narration. M8 showed weaknesses in coherence, redundancy, and segmenting, indicating design features potentially associated with extraneous cognitive processing. In M10, observable problem identification, opportunities to attempt solutions, and reflective questions indicated potential support for generative processing; however, stronger signaling and segmenting are needed to provide clearer cognitive guidance for problem-solving learning.
Significance: This study operationalizes Mayer’s multimedia learning principles as an evaluation framework for animated mathematics videos and offers practical guidance for designing cognitively structured, concise, and segmented videos with features potentially supportive of mathematical problem-solving learning.