Table 2.
Incorporated Recommendations from Community Stakeholders, IRB members, and Mayer’s Multimedia Learning Theory
| Topic | Incorporated elements |
|---|---|
| Community stakeholder recommendations | |
| Language | Ensure language is concise, consistent, and understandable to target audience |
| User experience | Revise graphical user interface to be more intuitive |
| Stress key study elements | Emphasize key aspects of the study via placement and presentation |
| Clarify trio enrollment study design | Emphasize that all three family members need to individually enroll in order for the family unit to participate (given that key information often needs to be presented multiple times in different ways) |
| Assent as appropriate | Explain to parent why their child needs to provide assent |
| IRB recommendations | |
| Communication of study information | Balance brevity with full disclosure and detailed study information through the employment of ‘More Info’ tabs within the application Optimize language to ensure it is at a 6th grade reading level |
| Risk/benefit consideration | Convey what participation entails, ensuring potential benefits and/or risks of participation are outlined before informed consent is obtained |
| Comprehension | Ensure teachback questions assess understanding of key aspects of participation |
| Documentation of informed consent | Provide copies of electronically signed, time stamped informed consents to enrolled participants |
| Principles of Mayer’s Multimedia Learning Theory a | |
| Coherence | Concise language was used |
| Signaling | Cues oriented users to essential material (bold typeface, 1-2-3, etc.) |
| Redundancy | Reiteration was limited to emphasizing key concepts |
| Spatial contiguity | Text was grouped for user-friendliness; bullet points employed |
| Temporal contiguity | Related text and images were presented together |
| Segmenting | User-paced pages partitioned material; ability to pause and return |
| Pretraining | Introductory video provided study overview |
| Modality | Graphics and narration were utilized |
| Multimedia | Text, graphics, video, and human voice were integrated |
| Personalization | Conversational style employed throughout |
| Voice | Human voice-over used in video narration |
| Image | Unnecessary images were avoided to focus on key content |
| Convergence between community stakeholder and IRB recommendations with concepts of Mayer’s Multimedia Learning Theory was noted, especially relating to language use and presentation of information. Early IRB and stakeholder engagement yielded valuable suggestions with actionable solutions, while integration of Mayer’s principles further advanced communication targets prioritized in community feedback. | |
a
Principles derived from Mayer’s Cognitive Theory of Multimedia Learning42