The verbal information can be presented in multimedia learning courseware through various options. Latest techniques like streaming media files and podcasts, which require increased bandwidth, have also augmented the possibilities of integrating sound in to online-multimedia-learning-environments. The educational technology generally employs three basic audio elements which are music, speech, and sound effects (Mann, 2005). These elements enable the multimedia-learning-application to deliver information, convey emotions, attain direct attention, and provide feedback. The most powerful and expressive medium available to the designer for instructional messages is human speech (Mann, 2008). The instructional designers can make use of the attributes of sound such as pitch, loudness, tone and pace to motivate, educate and inform the students.
The instructional designers must consider numerous variables while deciding for the sound or audio to be incorporated into their multimedia-learning courseware. Often, the sound to be selected as an instructional medium is self-evident, due to the characteristics of the target audience or the content of the course (Alessi & Trollip, 2001). For instance, sound is necessary for learning a new language, studying music, or discriminating sound effects such like sonar signals or heartbeats. Moreover, adults who are visually challenged or are incapable of reading or children who have not yet learned to read can benefit from the audio instructions (Beecue etal. , 2001).
The purpose of this research paper is to determine the role of sound in eight design guidelines of multimedia learning. This research objective can be achieved through investigating the following three research questions:
Multimedia refers to the use of more than one media that includes text, animation, graphics, video, pictures and sound to provide information (Bagui, 1998; Clark & Feldon, 2005). Bagui (1998) suggests that the relationship between the multimedia