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    Cognitive Theory of Multimedia Learning

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    Kez Max
    The document discusses the cognitive theory of multimedia learning proposed by Richard Mayer. It defines multimedia learning as the presentation of information using both words and pictures. The theory is based on three core assumptions: 1) humans have separate channels for processing visual/pictorial and auditory/verbal information, 2) each channel has limited capacity, and 3) learning involves actively engaging with and processing the material rather than passively receiving it. Mayer also proposed 12 principles for effective multimedia instruction design based on this theory.

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    Cognitive Theory of Multimedia Learning

    Uploaded by

    Kez Max
    86 views5 pages
    The document discusses the cognitive theory of multimedia learning proposed by Richard Mayer. It defines multimedia learning as the presentation of information using both words and pictures. The theory is based on three core assumptions: 1) humans have separate channels for processing visual/pictorial and auditory/verbal information, 2) each channel has limited capacity, and 3) learning involves actively engaging with and processing the material rather than passively receiving it. Mayer also proposed 12 principles for effective multimedia instruction design based on this theory.

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    The document discusses the cognitive theory of multimedia learning proposed by Richard Mayer. It defines multimedia learning as the presentation of information using both words and pictures. The theory is based on three core assumptions: 1) humans have separate channels for processing visual/pictorial and auditory/verbal information, 2) each channel has limited capacity, and 3) learning involves actively engaging with and processing the material rather than passively receiving it. Mayer also proposed 12 principles for effective multimedia instruction design based on this theory.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    86 views5 pages

    Cognitive Theory of Multimedia Learning

    Uploaded by

    Kez Max
    The document discusses the cognitive theory of multimedia learning proposed by Richard Mayer. It defines multimedia learning as the presentation of information using both words and pictures. The theory is based on three core assumptions: 1) humans have separate channels for processing visual/pictorial and auditory/verbal information, 2) each channel has limited capacity, and 3) learning involves actively engaging with and processing the material rather than passively receiving it. Mayer also proposed 12 principles for effective multimedia instruction design based on this theory.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    Cognitive Theory of Multimedia Learning

    What is Multimedia? 

    Multimedia learning is also more accurately called dual-


    code or dual-channel learning . In the simplest of
    language, multimedia can be defined as the presentation
    of material using both words and pictures.

    Mayer defines multimedia as the presentation of material


    using both words and pictures. By words, Mayer means
    that the material is presented in verbal form , printed or
    spoken text for example. By pictures, he means that the
    material is presented in pictorial form such as using static
    graphics , including illustrations, graphs, photos, or maps,
    or using dynamic graphics , including animation or video.

    Multimedia Principle"People learn more deeply from


    words and pictures than from words alone"- (Mayer,
    2001)
    he multimedia principle is that human communication can
    be improved when pictures are added to words. Yet not
    all pictures produce the same benefits to student learning.
    So, in this chapter, I discuss evidence relevant to
    developing the most effective multimedia instruction. In
    doing so, I provide a meta-analysis of the literature on a
    variety of principles relevant to reducing extraneous
    processing in multimedia learning.

    Three Assumptions Underlying Cognitive


    Theory of Multimedia Learning

    1. Dual Channels Assumption the human


    information processing system includes dual
    channels for visual/pictorial and auditory/verbal
    processing (i.e., dual-channel assumption), 

    1. 2. Limited Capacity Assumption


    A learner can only process a certain amount of
    information at a moment, referred to as the limited
    capacity assumption. each channel has a limited
    capacity for processing (i.e., limited-capacity
    assumption), 

    3.Active Processing Assumption


    Active processing is how a person learns new information; how the student
    actively engages with it.

    2. and active learning entails carrying out a coordinated


    set of cognitive processes during learning (i.e., active
    processing assumption).

    1. multimedia learning Mayer's Principles of :

    o Coherence Principle – People learn better when extraneous words,


    pictures and sounds are excluded rather than included. 

    o 2. Signaling Principle – People learn better when cues that highlight


    the organization of the essential material are added. 

    o 3. Redundancy Principle – People learn better from graphics and


    narration than from graphics, narration and on-screen text. 
    o 4. Spatial Contiguity Principle – People learn better when
    corresponding words and pictures are presented near rather than far
    from each other on the page or screen.

    o  5. Temporal Contiguity Principle – People learn better when


    corresponding words and pictures are presented simultaneously rather
    than successively. 

    o 6. Segmenting Principle – People learn better from a multimedia


    lesson is presented in user-paced segments rather than as a continuous
    unit. 

    o 7. Pre-training Principle – People learn better from a multimedia


    lesson when they know the names and characteristics of the main
    concepts. 

    o  8. Modality Principle – People learn better from graphics and


    narrations than from animation and on-screen text. 

    o 9. Multimedia Principle – People learn better from words and pictures


    than from words alone. 

    o 10. Personalization Principle – People learn better from multimedia


    lessons when words are in conversational style rather than formal
    style. 

    o 11. Voice Principle – People learn better when the narration in


    multimedia lessons is spoken in a friendly human voice rather than a
    machine voice. 
    o 12. Image Principle – People do not necessarily learn better from a
    multimedia lesson when the speaker’s image is added to the screen.

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