Multimedialität im Forschungsfokus: Empirische Evidenz zu motivationalen, kognitiven und lernförderlichen Effekten am Beispiel der universitären Germanistik- und DaF-Lehre
Multimedia in Research Focus: Empirical Evidence on Motivational, Cognitive, and Learning-Promoting Effects Using the Example of University German Studies and German as a Foreign Language Teaching

Summary/Abstract: The article provides a research-based overview of the motivational, cognitive, and learning-enhancing effects of multimedia instructional design in the context of general German studies at the university level as well as the didactics of German as a foreign language. The starting point lies in relevant scientific studies showing that learning becomes more effective when words, images, sound, and interaction are combined in a didactically coordinated way. Based on cognitive psychological models of multimedia learning (including Paivio 1990, 1991, Schnotz 2022, 2023, Mayer 2021, 2024), central principles such as coherence, signaling, contiguity, modality, redundancy, and segmentation are explained and applied to the design of university teaching. Empirical findings show that clearly structured and visually focused presentations promote attention and understanding, and avoid cognitive overload. At the same time, it is emphasized that multimedia alone does not guarantee improved performance: the quality of didactic integration and the adaptation of media to the content and learning objectives are crucial. Using examples from German studies practice, concrete design recommendations are presented – such as the use of consistent color coding in linguistics, visualizations and diagrams in literary studies, animations for processes, and AI-generated illustrations for abstract or visually difficult concepts. The article advocates for a reflective, aesthetically thoughtful, and empirically grounded approach to teaching that is both cognitively effective and formally appealing. Multimedia is understood as a strategic didactic tool that equally enhances attention, motivation, and understanding when form and content work together in a coherent design. The goal is teaching that deepens cognitive processes, supports learning motivation, and enables active, sustainable learning.

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