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 :

• Coherence Principle – People learn better when extraneous words, pictures and sounds are excluded rather than included. 
• 2. Signaling Principle – People learn better when cues that highlight the organization of the essential material are added. 
• 3. Redundancy Principle – People learn better from graphics and narration than from graphics, narration and on-screen text. 
• 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.
•  5. Temporal Contiguity Principle – People learn better when corresponding words and pictures are presented simultaneously rather than successively. 
• 6. Segmenting Principle – People learn better from a multimedia lesson is presented in user-paced segments rather than as a continuous unit. 
• 7. Pre-training Principle – People learn better from a multimedia lesson when they know the names and characteristics of the main concepts. 
•  8. Modality Principle – People learn better from graphics and narrations than from animation and on-screen text. 
• 9. Multimedia Principle – People learn better from words and pictures than from words alone. 
• 10. Personalization Principle – People learn better from multimedia lessons when words are in conversational style rather than formal style. 
• 11. Voice Principle – People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice. 
• 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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