Supporting all children' academic achievement requires excellent, efficient vocabulary training, but it is especially critical for kids with disabilities. The task of preparing preservice teachers to teach students with impairments in addition to teaching language effectively across grade levels and subject areas is a challenge to teacher preparation programs. Two hundred preservice instructors participated in this randomized control study. We investigated how participants' knowledge and use of evidence-based strategies for effective vocabulary training were affected by a mix of multimedia instruction and performance feedback. We discovered that participants who got multimedia education and performance feedback executed more of the activities, more frequently, and for a longer period of time than those who received traditional lecture, text-based instruction, and subjective assessment. There is discussion of the implications for research and teacher preparation.

Words and images together teach people more deeply than words alone. This claim, also known as the multimedia principle, serves as the foundation for the use of multimedia instruction, which is instruction meant to promote learning that combines words (such as spoken text or printed text) and graphics (such as illustrations, charts, photos, animation, or video) (Mayer, 2009). For instance, Figure 1 displays stills from an animated story illustrating the operation of a tire pump. Here, the text is spoken and the images are shown as an animation. Additional instances encompass lessons from textbooks delivered on paper, in-person slideshow presentations, computer-based captioned videos, and educational games and simulations on portable devices. All of these instances of multimedia training, regardless of the presentation medium, use words and pictures to encourage learning.

Ten research-based guidelines for creating engaging multimedia lessons in anatomy-based medical education are compiled in this study.