The Cognitive Theory of Multimedia by Richard Mayer

THE COGNITIVE THEORY OF MULTIMEDIA BY

RICHARD MAYER

A Brief OverviewGroup Members

Ed MacKeen Jenny Peng Phil Snyder Lynne Velling

One Sense of Communication

Learners can use their ears to listen to the narration and their eyes to watch the animation. Hence, learners are only using one sense to focus on one stimulus -- narration, text or animation. The graphic on the next page illustrates this principle…

What is better for learning?

More multimedia ? More bells and whistles? More animation?

The Cognitive Theory of Multimedia (CToM) specifically addresses these questions.

There are trade offsbetween

"Vegas Style" glitz Research findings help maintain interest - cognitive

load, while + learning efficiency

3 Assumptions of The Cognitive Theory of Multimedia Learning

Dual channels People possess separate channels for processing their auditory & visual information

Limited capacity People are limited in the amount of information that they can process into each sensory channel at any one time.

Active processing People engage in active learning by attending to relevant incoming information, organizing the processed information into mental images/representations, and integrating the mental images/representations with their prior knowledge.

The Cognitive Theory of Multimedia(CToM)

People have separate information processing channels SO

People can only process so much information in at one time!

CToM assumes that working memory is highly limited.

Working Memory link: http://coe.sdsu.edu/eet/articles/cognitiveaudio/index.htm

Overloading Visual Channel with Presentation of Written Text & Graphics

Multimedia Memory System

Printed words

Pictures

Ears

Eyes

Phonetic Processin

g

VisualProcessin

g

Sensory Memory

Working Memory

Balancing Content Across Visual & Auditory Channels with Presentation of Narration &

Graphics

Multimedia Memory System

Printed words

Pictures

Ears

Eyes

Phonetic Processin

g

VisualProcessin

g

Sensory Memory

Working Memory

5 Major Principles for Improving Multimedia Learning

1. Multiple Representation Principle

2. Contiguity Principle

3. Split-Attention Principle

4. Individual Differences Principle

5. Coherence Principle

Multiple Representation Principle

“It is better to present explanation in wordsand pictures than solely in words. Two modes of representation are better than one mode. If it uses two different representations, one verbal mode and one visual mode. Students who read a text with illustrations generated 65% more effective solutions than with text alone” (Mayer, 2008).

This Illustration has pictures and words to describe an earthquake—using 2

forms of communication.

Text and No PictureSeismic Waves:

When a shift occurs or sudden break in theearth's crust, the energy radiates out as seismic waves, just as the energy from a body of water radiates out in wave form. The waves radiate out from the focus, which is where the earthquake occurs. Above the focus is the epicenter of the earthquake.

Which slide was better in understanding an earthquake?

A. The first one, with the picture and text?

B. The second one, without a picture but with text?

If you answered “A”,

You are correct!

Contiguity Principle”Learners learn better when corresponding words and pictures are presented near, rather than far from, each other on the screen or page. Learners who read a text with captioned illustrations generated 75% more effective solutions than learners who read text and captions on separate papers” (Mayer, R. & Moreno, R 1998).

No Text with Picture

Text without PictureWhat is a volcano?

When pressure from the molten rock beneath the earth's surface becomes too great, the rock, usually accompanied by lava or gases, escapes through a fissure or vent in the crust of the earth. "Volcano" is the term given to both the vent and the conical mountain left by the overflow of the erupted lava, rock and ash.

Text with PictureWhat is a volcano?

When pressure from the molten rock beneath the earth's surface becomes too great, the rock, usually accompanied by lava or gases, escapes through a fissure or vent in the crust of the earth. "Volcano" is the term given to both the vent and the conical mountain left by the overflow of the erupted lava, rock and ash.

Volcano

Which Slide was More Effective?

A. The one with text and a picture on 2 different pages?

B. The one with text and a picture?

If you answered “A”,

You are correct!

Split-Attention Principle

Words presented auditorially are preferable to on-screen text alone. On-screen text and animation can overload the visual information processing system, since two modes of information are inputting through the visual mode.

On-screen Text & Animated Volcano

The magma is forced upwards by the mantle deep underground, causing a volcanic eruption.

Audio Narration & Animated Volcano

A. The first one, with on-screen text and an animated volcano?

B. The second one, with narration and animation?

If you answered “B”,

You are correct!

“Design effects are stronger for low prior- knowledge learners than for high knowledge learners, and for high spatial learners rather than for low spatial learners” (Mayer, R. & Moreno, R. 1998).

Coherence Principle“Students learn better when extraneous words, pictures, and sounds are excluded rather than included” (Mayer, R. & Moreno, R. 1998).

Instructions for Making Toast Without Extraneous Information  Place bread into the toaster Push the lever to lower the toast Wait a few minutes for the toast to pop up out of

the toaster Take the toast out of the toaster being careful

not to burn your hands Place the toast on a plate Spread butter on the toast using a knife Cut the toast in half with the knife

Instructions for Making Toast With Extraneous Information

  Get a fresh slice of white bread Plug in the General Electric toaster into an outlet and switch it on,

while checking out your reflection on the side panel Place bread in the General Electric toaster Push the nice-looking silver lever to lower the lovely white bread Wait a few minutes for the toast to pop up out of the General Electric

toaster Take the very hot toast out of the General Electric toaster being

careful not to burn your soft hands Place the toast on a white porcelain plate Spread a very little bit of soft creamy butter on the simmering toast,

using a knife Cut the toast in half using the metallic knife Enjoy your expertly made toast!

Which slide was more effective in presenting Instructions for

Making Toast?

A. The one with the extraneous information?

B. The one without the extraneous information?

If you answered “B”, the one without extraneous

information,You are correct!

After learning about The Cognitive Theory of Multimedia, how do you feel about these questions now?

Is more multimedia better for learning?

Does artistic quality affect learning?

Does more animation help people learn?

The End

ReferencesClark, R. C., & Mayer, R. E. (2008). e-Learning and the science of instruction: Proven guidelines for

consumers and designers of multimedia learning. (2nd ed.) San Francisco, CA: Pfeiffer.

How earthquakes work: Seismic waves. (n.d.). Retrieved April 21, 2009, from

http://science.howstuffworks.com/earthquake4.htm

Joy, D. (n.d.). Audio: How much is too much? Encyclopedia of Educational Technology. Retrieved April 21,

2009, from http://coe.sdsu.edu/eet/articles/cognitiveaudio/index.htm

Mayer, R. E., Griffith, E., Jurkowitz, I. T. N., & Rothman, D. (2008). Increased interestingness of extraneous

details in a multimedia science presentation leads to decreased learning. Journal of Experimental

Psychology: Applied, 14(4), 329-339.

Mayer, R., & Johnson, C. (2008). Revising the redundancy principle in multimedia learning. Journal of

Educational Psychology, 100(2), 380-386.

References Mayer, R., & Moreno, R. (1998). A cognitive theory of multimedia learning: Implications for design

principles. Paper presented at the annual meeting of the ACM SIGCHI Conference on Human Factors in

Computing Systems, Los Angeles, CA.

Mayer, R., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction,

12(1), 107-119.

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia. Educational

Psychologist, 38(1), 43-51.

Volcanic rise. (n.d.). Retrieved April 21, 2009, from

http://www.windows.ucar.edu/earth/interior/volcanic_rises.gif

Volcano: Definition from answers.com. (n.d.). Retrieved April 21, 2009, from

http://www.answers.com/topic/volcano