As long as technology doesn't interfere with this, then it will be effective. I grew up with many of the multimedia experiments in the 1970s and they just didn't cut it as we all know. There was a detachment that was not overcome. Technocrats don't always ask this question once they become immersed in these techniques. It took 10 minutes to get the class settled down.
Students see it as a chaotic assembly of unrelated facts at first.
When they put it all together, they have a real sense of accomplishment. I love being able to show how creative both science and chemistry are. We deal with a lot of facts, but the real point is how they can be applied creatively. Undergraduates in particular just don't get enough of a chance to see how creative science is. I spend a lot of time using terms like design, patterns, motifs, intuition, assimilation, integration, etc., in my courses.