Guidelines to support the design, and selection and appraisal of multimedia teaching aids for microbiology education

• Published in: Microbial Biotechnology
• Main Authors: R. Van Beek, D. J. C. Spijkerman, N. van derBurgt, B. Hermanns, S. Barendse, P. D. Sainsbury, K. N. Timmis, J. K. Timmis
• Format: Article
• Language: English
• Published: Wiley 2024-08-01
• Online Access: https://doi.org/10.1111/1751-7915.14553

Abstract Microbiology education has a serious handicap – the lack of visibility of the players of the subject and their interactions – which engenders a disproportionate reliance upon multimedia teaching aids (MTAs). The International Microbiology Literacy Initiative (IMiLI) is creating educational resources in societally‐relevant microbiology complemented by appropriate MTAs. However, proper guidance supporting microbiology educators in locating and selecting, or commissioning the creation of, adequate MTAs for different target audiences and learning objectives is lacking. The aims of this study were to (i) identify important considerations regarding educational/didactical standards and the design of educational multimedia and (ii) create an evidence‐based guideline for selecting and appraising existing, and informing the creation of new, microbiology MTAs. This investigation is based on an exploratory, mixed‐methods approach. The results of two literature reviews (covering educational and good practice multimedia design) informed the collation of a preliminary appraisal guideline for videos, animations, comics, and video games. A web‐scraping approach was utilised to locate and retrieve existing exemplars of the four multimedia types and create four pertinent multimedia databases (including metadata). The preliminary guideline was piloted (and revised accordingly) by appraising quasi‐random (or purposive) samples of each multimedia type. Educational multimedia experts were interviewed to discuss the findings. Finally, the guideline was updated to reflect the expert comments together with the results of the pilot appraisals. The final guideline has four components: (i) central considerations for selecting and appraising multimedia for specific audiences and educational purposes, (ii) multimedia selection tool, (iii) multimedia appraisal tools, and (iv) extensive background information as appendices linking all sections for further comprehension. Broad utilisation of the guideline has significant potential for simplifying and systematising multimedia selection/creation, leading to superior multimedia‐based learning outcomes, establishing a rapid selection database (pre‐appraised multimedia), reducing disparities in microbiology education and incentivising educational content creators.