Jennifer N.

Hudson

Coastal Carolina University

EDIT 720: Psychology of Instructional Technology

20 March 2017
 Table of Contents

I. Overview...3-4
II. Multimedia principles and learning theories4-6
III. Redesigning the product6
IV. Summary.6
V. References...7
VI. Appendices8-9

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I. Overview

BrainPOP is an educational, playful, reflective, and global software that focuses on all

grades. This is a web-based educational program (Kadar, 2017). There are three different

versions/levels of the software. Some of the different levels/versions are BrainPOP Jr., BrainPOP,

BrainPOP ESL (Kadar, 2017), and BrainPop Educators (Kadar, 2017). There are many different

subject areas with the program (Appendix D). Some of the programs are: science, health, reading

and writing, math, social studies, and arts and technology (Kadar, 2017).

The main version I will be focusing on is BrianPOP, Jr. BrainPOP, Jr. is a technology tool

that is used for grades K-3. Unfortunately, the resource is not free and you must have a

subscription. The instructional tool can be used in whole-group, small-group, and individualized

instruction. There are assessments and activities available with each movie. You can use

BrainPOP Jr. for math, reading and writing, science, social studies, and much more.

There are engaging learning games, animated movies (Appendix B), and activities

(Kadar, 2017). The activities are designed with relevance and humor to encourage children on

their learning paths (Kadar, 2017). Educators are able to use the resource in all classroom

settings. Students are able to make connections engage deeper, and reflect on their learning.

Many topics are discussed in the major languages as well. The program is online and mobile-

friendly as well. You can use it with PCs, Macs, projectors, or interactive whiteboards (Kadar,

2017). The BrainPOP application is also available for iOs, Android, Chrome, and Windows 8

(Kadar, 2017).

This program offers a variety of ways to incorporate learning into a fun-enriching way.

For assessment purposes, there is a paper or online assessment. Students will also be able to take

an easy quiz or a hard quiz. There are other resources you could use. The learner could make a

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map, word play, games, write about it, an activity, pop a joke, draw about it, talk about it, or belly

up (Kadar, 2017).

This program teaches children how to thinking analytically. It also shows them how what

they are learning is related to their life. During a video presentation, there will be a pause time

where students are given the opportunity to think about questions and answer. The answer will be

provided in the video, but the learner will be able to use what they know to answer beforehand.

This program is not individualized for each learner. Each child will receive the same

instructional components. The program does not show growth or give a diagnostic test of any

kind. It is basically used as a supplemental resource to enhance the learning experience.

This program uses academic college and ready standards to address the needs of the

learner (Kadar, 2017). It is aligned with Common Core and State Standards (Kadar, 2017). The

study by SEG Research demonstrates that elementary and middle school students using

BrainPOP experience substantial growth compared to students who do not use Brain POP

(2009).

When a study was done on the results of BrainPOP, there was substantial growth from

using the program. So, the program has been proven to be successful. The study compared

students who used BrainPOP to students who didnt use it at all (Research SEG, 2009, pp. 6).

II. Multimedia principles and learning theories

BrainPOP is a proven program that produces significant growth and results. This program

targets multimedia principles and theories. Some of the learning principles and theories include

the cognitive learning theory, sensory and working memory, dual-coding, and the fundamental

multimedia principle (Research SEG, 2009, pp. 9). From the readings, when using pictures and

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words to present information, it is more effective (Research SEG, 2009, pp. 9). Studies show that

dual coding has different parts to make it effective.

In dual-coding theory, there is a three-step process. First, you have the verbal explanation

that converts to the mental representation (Mayer & Sims, 1994, pp. 390). That in turns

transpires to the working memory. Visual, auditory, and articulatory are some of the components

of the verbal system (Clark & Paivio, 1991, pp. 151). In BrainPOP Jr students are able to

connect to what they are learning. They are able to see the animations and hear the verbal

explanations through each and every video. Students are able to use what they know and what

they feel from their senses to understand the information better. As an educator, the teacher

would use the supplementary resources to introduce the video if necessary (Appendix C). In

using those resources, it impacts a childs learning and they are able to retain the information

better.

Having verbal and nonverbal representations helps the learner succeed. Those nonverbal

representations are environmental sounds, actions, and other nonlinguistic objects (Clark &

Paivio, 1991, pp. 151). Second, there is the representation of the visual that is converted to

mental representation (Mayer & Sims, 1994, pp. 390). This too is converted to the mental

representation of visual system in the working memory (Mayer & Sims, 1994, pp. 390). In

BrainPOP Jr. the videos sounds and actions help the students focus more on what information is

given (Appendix A).

The last stage is in doing both of these, the information gets transferred to long-term

memory (Mayer & Sims, 1994, pp. 390). Students will in turn be able to retain more information

after going through the dual-coding theory. With BrainPOP Jr. there is also closed captaining that

assists with students who maybe hearing impaired or need to have the added support of the text.

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 Auditory and visual works together in the fundamental multimedia principle (Research

SEG, 2009, pp. 9). When both are working together, learning is enhanced tremendously.

BrainPOP uses multiple modes. Those modes are visual and auditory information.

Multiple channels can cause cognitive overload. If there is a lot going on, the information

can become too much and wont make it to the long-term memory (Research SEG, 2009, pp. 11).

In BrainPOP there are just enough of things presented at a time to not cause cognitive overload.

Also, the videos on BrainPOP are not very long. They are long enough to give information, but

short enough to keep the learners attention. The information is organized and presents existing

schema when displaying a movie.

III. Redesigning the product

After looking at the product, I have not seen any multimedia principles and learning

theories being violated. I would not like to re-design the product. I would like to know if there

was a way for BrainPOP to add some features. One of those features is to add a way for teachers

could send a student a particular video to watch for enrichment purposes. Sometimes I think

some students need certain videos over others. The other feature I would change is giving the

students a way to track their quiz grades. As of right now, the students take a quiz and the teacher

manually has to record it.

IV. Summary

Overall, I really enjoy using this product with my students. It is very enriching, engaging,

and has many qualities that support multimedia learning. My students look forward to our videos

before or after a lesson. Students are able to have the ability to choose to take a hard or easy quiz,

so it gives some sense of differentiated instruction. Students love to use the other resources

available to assist in the skills. BrainPOP also have a movie of the day (Appendix D) that may

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not even relate to the skill discussed in class, but it gives students a chance to be introduced to

something and fun.

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 References

Clark, J.M., Paivio, A. (1991). Dual coding theory and education. Educational Psychology

Review, 3, 149-201.

Kadar, A. (2017). BrainPOP. [computer software]. Available from

https://jr.brainpop.com/science/plants/partsofaplant/.

Mayer, R.E. & Sims, V.K. (1994). For whom is a picture worth a thousand words? Extensions of

a dual-coding theory of multimedia learning. Journal of Educational Psychology. 86,

389-401.

Research SEG, (2009). Improving student science and English language skills: A study of the

effectiveness of BrainPOP.

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 Appendix A
BrainPOP video site
https://jr.brainpop.com/

Appendix B
BrainPOP with animations

Appendix C
Supplementary Resources

Appendix D
Movie of the week/Subjects

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