The creation of multimedia assets for online courses is a time intensive endeavor. Faculty have limited access to instructional designers for this and other course design functions. This study sought to determine if multimedia use in course design contributes positively to student performance or their perception of the online learning experience, after controlling for faculty course design expertise. Students totaling 142 were enrolled in an Introductory Educational Computing Course between 2016 and 2018 designed according to Quality Matters standards based on an informal internal review as well as a course designed according to instructor preferences. Eighty-four students, who participated in the courses designed according to Quality Matters standards based on an informal internal review were surveyed about their perceptions. While it may be of no surprise that multimedia use did not impact student performance directly, based on end-of-point course totals, it did positively influence student perceptions of the online learning experience. A performance gap between ethnicities in this study was not observed , as evidence through end-of-course total points . This may be salient given the prevalence of such performance gaps in most educational settings. Course policies and instructional strategies perceived by students as helpful may be one contributing factor to th is lack of performance gap. Furthermore, the use of multimedia in course design was found to reduce cognitive load, as shown by the amount of time spent inside the learning management system. What this means for multimedia use in course design and the student online learning experience concludes this paper.

中文翻译：

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多媒体在课程设计中对学生的表现和在线学习体验的影响：教育计算入门课程的初步研究

为在线课程创建多媒体资产是一项耗时的工作。教师在此和其他课程设计功能上只能接触到教学设计师。这项研究旨在确定在控制教师课程设计专业知识之后，在课程设计中使用多媒体是否对学生的表现或他们对在线学习体验的感知有正面贡献。在2016年至2018年之间，共有142名学生报名参加了基于质量问题标准设计的基础教育计算课程，该课程基于非正式的内部审查以及根据教师的喜好而设计的课程。调查了84名学生，他们参加了根据非正式内部审查根据“质量问题”标准设计的课程，并对他们的看法进行了调查。尽管多媒体的使用不会直接影响学生的表现也就不足为奇了，但根据最终课程的总数，它确实对学生对在线学习体验的看法产生了积极的影响。作为课程结束时总分的证据，在该研究中未观察到种族之间的表现差异。考虑到在大多数教育环境中这种表现差距的普遍存在，这可能是显着的。学生认为有用的课程政策和教学策略可能是缺乏成绩差距的一个促成因素。此外，发现在课程设计中使用多媒体可以减少认知负担，如学习管理系统内部花费的时间所表明的。本文总结了多媒体在课程设计中的使用以及学生在线学习经验的意义。