Date
5-20-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Christopher Warren Parrish
Keywords
Instructional Design, cognitive learning theory, Mayer's 12 principles of multimedia instruction
Disciplines
Education
Recommended Citation
Pelfrey, Brooke Elizabeth, "Exploring the role of Multimedia Instruction in K-8 Curricular Curation: A Phenomenological Study in Rural Public Schools" (2026). Doctoral Dissertations and Projects. 8551.
https://digitalcommons.liberty.edu/doctoral/8551
Abstract
The purpose of this phenomenological study was to discover individual experiences with instructional design, specifically in the area of multimedia instruction for educators in at the Sunnyside School System. The theory guiding this study was cognitive learning theory, as it provided a structure from which educator knowledge of instructional design could be examined. The central research question was “How do K-8 educators describe their lived experience of selecting, modifying, and creating curricular components of multimedia instruction?” This study followed a transcendental phenomenology approach to qualitative research. The study was conducted utilizing ten participants who were licensed elementary or secondary educators who had completed an educator preparation program and taught in rural, middle Tennessee. Data was collected using individual interviews, focus group interviews, and journal prompts. The data was analyzed using first and second cycle coding to ascertain the essence of the phenomenon being studied. The study revealed multimedia has become a necessary component of day-to-day instruction in the classroom; however, educators described themselves as unprepared when selecting, modifying, and creating curricular components of multimedia instruction. Participants provided suggestions such as professional development and mentorship assist in building knowledge in the area of selecting, modifying, and creating curricular components of multimedia instruction.
