On the way to more flexibility, more flexible structures need to be created, for example by networking vocational schools and companies with digital learning tools (Seufert, 2018). Media-supported learning environments offer an opportunity for more cooperative, collaborative, and individual, and thus, more flexible learning opportunities (KMK, 2021). In their function as a tool, digital technologies become the learning object itself (Euler and Wilbers, 2020). IT professions in particular are becoming increasingly relevant in shaping digital change (Jansen et al., 2020), and at the same time the importance of transversal skills is growing (Scharnhorst, 2021). According to the OECD, transversal skills are key competencies that are necessary in both private and professional environments (OECD, 2005). At EU and international level, the Digital Competence Framework calls for increased cooperation in the field of digital education in order to identify opportunities for the education and training community (teachers, students) across national borders (Vuorikari et al., 2022).

Despite the well-known importance of various design features (e.g. independent selection of learning content by learners, high practical relevance to the professional situation), of media-supported learning environments (eg), several authors argue that the relation between distinct design features and both learning success and transfer requires further research (Denninger & Käpplinger 2021; Siemer, 2023). This perspective exhibits a strong connection with the concept of transfer, which is commonly understood as the skillful application of prior learning in (rather) unfamiliar situations or tasks (e.g., Gick & Holyoak, 1987; Hajian, 2019).  

The superiority of multimedia instructional materials compared to a purely text-based presentation is well known. As is the decision-oriented approach to selecting instructional formats. Niegemann and Niegemann (2018), for example, recommend the following ten decision fields in learning psychology that should be taken into account when evaluating your multimedia learning offer and should be included in the assessment of learning conduciveness: (1) format decision, (2) content structuring, (3), learning tasks and narration, (4) technical conditions and developments, (5) multimedia design, (6) motivationsdesign, (7) interaction design, (8) time structuring, (9) graphic design & layout and (10) implementation. At the same time, the occurrence of a successful learning multimedia effect depends on various framework conditions, which can affect both the selection of suitable presentations, the characteristics of the learners and specific features of the text-image combinations (Scheiter et al., 2020; Seel et al., 2017).

This paper provides insights into preliminary results of the Erasmus+ project 'Multimedia Learning Environment for Work-Based Learning Tasks for VET Students in Sector of Applied Informatics' (acronym: MULE). The project aims to strengthen cooperation at EU level between Germany, Serbia, Italy, and Spain by developing a multimedia learning environment taking into account current trends in applied informatics. In the project, spheres of activity are defined in order to implement learning and work tasks (Howe & Knutzen, 2022) as open educational resources (OER) in the multimedia learning environment.

Against the background outlined above, the aim of this study is to examine which design features (e.g. practical relevance) of the multimedia learning environment affect learners’ subjective learning success and their anticipated learning transfer. Accordingly, this paper explores the following research questions:

1. Which design features of the MULE multimedia learning environment positively influence learners’ subjective learning success?

2. How does the quality of the MULE multimedia learning environment relate to learners’ anticipated learning transfer?

This study follows a quantitative, survey-based research approach. Based on Niegemann’s (2020) decision fields, it aims to identify the effects of relevant design features on the subjective learning success of learners and their anticipated transfer. The findings will contribute to understanding how multimedia learning environments enhance learning and transfer, and hence, aid both the development and selection of learning environments in the future. This is particularly relevant for vocational schools and the design of effective teaching and learning settings. To examine relevant factors to learning success and transfer, a new standardized survey instrument was developed based on the mentioned ten learning-psychological decision fields proposed in Niegemann’s (2020) Decision Oriented Instructional Design Model (DO-ID), and the result- and practice-oriented framework model on learning and transfer (Sandmeier, Hanke and Gubler, 2018). Our conference contribution we will present findings on the psychometric properties of the instrument as well as first results. On the basis of a practice-oriented framework model based on Gessler (2012), further developed by Sandmeier, Hanke and Gubler (2018), the factors (1) learning field, (2) functional field and (3) transfer success are used to determine the extent to which there is a connection between the quality of the multimedia learning environment perceived by the learners and the anticipated learning transfer. Our sample includes university students in the field of applied informatics and apprentices at VET schools for IT.

We expect that the quality of the multimedia learning environment, as operationalised by the design features of the learning environment, is positively related to (a) subjective learning success and (b) anticipated learning transfer. Furthermore, we assume that subjective learning success correlates positively with anticipated learning transfer. Finally, we take a more explorative approach to the question of which particular design features of the multimedia learning environment affect the subjective learning success of the learners. In order to be able to make statements about this, a regression model is determined. We expect that a transnational sectoral qualification framework will improve the comparability of relevant competences. The aim is to take up the fast-moving technological developments within the sector and incorporate them into the existing curricula of applied informatics. Multimedia learning environments can be a promising option for learning success, which will be quantitatively tested in this paper. Related research work can build on the survey instrument presented in the paper, e.g. in order to model path analytical chains of effects between the identified design features of the multimedia learning environment and the variables learning success and learning transfer.

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