Multimedia Learning Theory

Multimedia is the use of multiple presentation tools or techniques to deliver information. Audio and visual presentation technologies provide an effective set of tools for instructors and instructional designers to communicate with learners. 

Multimedia Learning Theory (MMLT) was originally developed by Richard Mayer in 1997.  It falls under the grand theory of Cognitivism.  

Mayer’s multimedia learning theory provides an informative set of principles that can be used to create effective instructional message design.According to Mayer (1997), multimedia learning theory consists of three aspects that help students learn more effectively. Multimedia learning theory describes how the designers of instructional messages, systems, and learning environments can optimize learning.  

 

The first one is that there are two channels, namely audio and visual, for information processing; this is also known as the multimedia principle. This principle states that students may learn better from images and words than just from words.

The second aspect is that each channel has a limited capacity to process information. In other words, human beings can only process information in limited amounts, and they try to understand the information by creating mental representations from the information sources.

The last aspect is that learning is an active process of filtering, selecting, organizing, and integrating information based on existing knowledge.

Mayer (2002) also stated that the process of transferring knowledge from two channels (audio and visual) could be successful when information is integrated with existing knowledge. 

Multimedia learning theory describes a series of processes that are taking place as a student is creating a new schema (Mayer, Heiser, & Lonn, 2001).  

The first step in the learning process is the initial viewing and listening to instructional content and the immediate storage of that information in short term memory.  

In this step, text is essentially visual words that when presented with diagrams then both the diagrams and the text are processed by the visual processing channel.  When words are presented via audio, the narration is instead processed by the audio processing channel, while visuals are processed by the visual channel.  The intrinsic content is separated from the extraneous content in the first phase of working memory.  

Next, the remaining germane resources in working memory create relationships between the visual and verbal information and recalls associated previous knowledge from long-term memory.  Recalled schema is then compared to new information where the learner creates understanding.  Finally, new schema can be created, or existing schema modified, and stored in long-term memory

In this step, text is essentially visual words that when presented with diagrams then both the diagrams and the text are processed by the visual processing channel.  When words are presented via audio, the narration is instead processed by the audio processing channel, while visuals are processed by the visual channel. 

 Multimedia learning theory describes two cognitive processing channels available to our learners, one for processing auditory information and one for processing visual information, and the result is the modification or development of new schemata in long-term memory, or learning 

Multimedia design principles are guidelines that help educators and instructional designers create effective and engaging learning materials using various media formats. 

These principles focus on optimizing the presentation of information to enhance comprehension, retention, and overall learning experience.

 By considering the cognitive processes involved in learning and the way humans process information, multimedia design principles help create learning materials that are more engaging and accessible to learners with diverse needs and preferences

Mayer’s multimedia learning theory provides an informative set of principles that can be used to create effective instructional message design. 

By the early 2000s, Mayer’s cognitive theory of multimedia learning had solidified into three main principles (Mayer & Moreno, 2003).  The first principle is the assumption that learners have independent channels for verbal and visual information and using both channels simultaneously is more efficient than using either channel alone.  The second principle is that the two processing channels in working memory have limited capacity for both short-term storage and active processing.  The third principle is that for learning to occur, working memory must actively process, pull previous information, and create and store new or modified schema into long-term memory .

Foundational Principles: 

1. The Dual Channels principle, states that our learners have two independent cognitive systems for processing visual and auditory information,

 2. The Limited Capacity principle, states that our learners have limited working memory resources, and 

3. The Active Processing principle, which states that to learn students need to focus on relevant information, organize that information for themselves, and relate that information to previous schemata. 

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