One of the major challenges in using multimedia tools is that it reinforces a one-directional style of teaching, which relies on the student listening, and the teacher speaking. This can encourage students to be passive in their learning, which can be a major problem. For example, Ludwig et al. write that "Tufte (2003) argues that PowerPoint induces a 'cognitive style' that encourages passivity." Students are also more likely to read the bullet points on a slide rather than to listen to a speaker. Whilst multimedia is designed to engage a student, it often has the opposite effect.
Multimedia presentations, particularly slide shows, have the effect of simplifying an issue and reducing it to a bullet point level. For example, in analyzing the causes of the first World War, a professor may produce a list of five bullet points; however, in reality, each of these five bullet points is interconnected with the other and is a result of five other subreasons. Multimedia presentations are perhaps more suited to science teaching rather than arts, where subjects are, by their nature, more multi-causal and difficult to categorize.
Statistics are to a poor speaker what a lamppost is to a drunk man: although they are supposed to provide illumination, they are really just something to cling onto. The same is true of multimedia teaching. Often a poor speaker will use a multimedia presentation as something to support himself when he is unsure of his material. A presentation does not allow for a flexible teaching style, and a speaker cannot deviate from his preplanned speech. Good speakers rely less on a presentation and more on a mastery of the material, combined with a flexibility of teaching.
The use of video, audio and other multimedia tools may lead to overstimulation of a student. This is as much of a challenge as oversimplification. By showing the students a video of a process or event, as well as giving them other information, you may lead to the key information being lost. Students who know that a video is shortly to follow may become distracted, and their notes may suffer from a plethora of different stimuli.