Cognitive Theory of Multi-Media Learning : Guiding Principles for Designing Media Presentations

Based upon Research-Based Principles of Multimedia LearningBy Richard E. Mayer

Cognitive Theory of Multi-Media Learning

• The multi-media learning theory posits that learning is enhanced by a combination of words and pictures rather than from words alone. What this means is that the brain does not interpret a multimedia presentation of words, pictures, and auditory information in a mutually exclusive fashion; rather, these elements are selected and organized dynamically to produce logical mental constructs.

• Design principles including providing coherent verbal, pictorial information, guiding the learners to select relevant words and images, and reducing the load for a single processing channel etc. can be entailed from this theory.

Theoretical Assumptions

• The theory is based on three main assumptions: there are two separate channels (auditory and visual) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information. The theory proposes three main assumptions when it comes to learning with multimedia:

• Dual-Channels: There are two separate channels (auditory and visual) for processing information.

• Each channel has a limited capacity.• Learning is an active process of filtering, selecting, organizing,

and integrating information based upon prior knowledge.

Cognitive Theory of Multimedia Learning

WORKING MEMORY

Pictorial Model

Verbal Model

Pictures

Words

integrating

LONG-TERM MEMORY

selecting images

selecting words

organizing images

organizing words

SENSORY MEMORY

Ears

Eyes

Prior Knowledge

Prior Knowledge

MULTIMEDIA PRESENTATION

Images

Sounds

Challenges to Multimedia Learning

1. Reduce extraneous processing2. Manage essential processing3. Foster generative processing

Five Cognitive Processes for Meaningful Learning

1. Selecting words2. Selecting images3. Organizing words4. Organizing images5. Integrating

Three Demands on Multimedia Learning

Extraneous processingCognitive processing that is not related to the objective of the lesson.Involves no learning processes.

Essential processingBasic cognitive processing that is relevant to the objective of the lesson.Involves selecting and some organizing.

Generative processingDeep cognitive processing that is relevant to the objective of the lesson.Involves organizing and integrating.

Cognitive Capacity = Extraneous Processing + Essential Processing+ Generative Processing

Extraneous OverloadExtraneous processing exhausts cognitive capacity.Occurs when lesson contains extraneous material or is poorlydesigned.

Essential Overload Essential processing exhausts cognitive capacity.Occurs when lesson is difficult, lesson is presented at a fast pace, and the learner is unfamiliar with the material.

Generative Underutilization Learner has cognitive capacity available but does not engage in sufficient generative processing.Occurs when learner lacks motivation, does not exert effort.

Reduce Extraneous ProcessingProblem: Extraneous Processing + Intrinsic Processing + Generative

Processing Exceeds Cognitive CapacitySolution: Reduce Extraneous Processing

1. Coherence principle2. Signaling principle3. Redundancy principle4. Spatial contiguity principle5. Temporal contiguity principle

Coherence Principle

People learn more deeply when extraneous material is excluded rather than included.

Signaling Principle

People learn more deeply when cues are added that highlight the main ideas and organization of the words.

Redundancy Principle

People learn more deeply from animation and narration than from animation, narration, and on-screen text.

Spatial Contiguity Principle

People learn more deeply when corresponding printed words and graphics are placed near rather than far from each other on the page or screen.

Temporal Contiguity Principle

People learn more deeply when corresponding graphics and narration are presented simultaneously rather than successively

Manage Essential ProcessingProblem: Essential Processing + Generative Processing

Exceeds Cognitive CapacitySolution: Manage Essential Processing

1. Segmenting principle2. Pre-training principle3. Modality principle

Segmenting Principle:

People learn more deeply when a narrated animation is presented in learner-paced segments than as a continuous unit.

Pre-training Principle

People learn more deeply from a narrated animation when they have had training in the names and characteristics of the main concepts.

Modality Principle

People learn more deeply from graphics and narration than from graphics and on-screen text.

Foster Generative ProcessingProblem: Insufficient Generative Processing Although

Cognitive Capacity is AvailableSolution: Foster Generative Processing

1. Personalization principle2. Voice principle

Personalization Principle

People learn more deeply when words are in conversational style rather than formal style.

Voice Principle:

People learn more deeply when the narration is spoken in a standard-accented human voice than a machine voice or foreign-accented human voice.