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-====== Cognitive Theory of Multimedia Learning ======
-===== General =====
-Cognitive theory of multimedia learning is one of the [[cognitivism|cognitivist learning theories]] introduced by an American psychology professor [[http://www.psych.ucsb.edu/people/faculty/mayer/index.php|Richard Meyer]] in 1990s. Basic assumption of his theory is that the **human working memory** has **two sub-components** that **work in parallel** (visual and verbal/acoustic) and that learning can be more successful if both of this channels are used for information processing at the same time.
-===== What is cognitive theory of multimedia learning? =====
-The suggestion that human working memory has more sub-components firstly came from the working memory models designed by A. Baddeley and G. Hitch in 1974. These findings where further incorporated to the [[http://tip.psychology.org/paivio.html|Dual coding theory]] by A. Paivio and later by Mayer and his colleagues.
-In his theory Mayer started building his [[images:information_channels|model]] from the assumption that the **audio and video channels in our working memory are separated** and can be used for processing information simultaneously thus enhancing process of learning (//The Modality principle//). Also, he recognizes that, as Miller's [[http://tip.psychology.org/miller.html|Information processing theory]] has shown, **these channels have limited capacity**. His third assumption is that learning is an active process of collecting, organizing and integrating new information.
-These assumptions lead to the conclusion that, taking into consideration cognitive load, **learning process can be improved** by **providing learning material** to the learner **simultaneously through both channels**. Mayer proved this concepts through conducted experiments(([[http://www.google.hr/url?sa=t&source=web&cd=1&ved=0CBoQFjAA&url=http%3A%2F%2Fvisuallearningresearch.wiki.educ.msu.edu%2Ffile%2Fview%2FMayer%2B%2526%2BAnderson%2B(1991).pdf&ei=cbVGTcKAMIHtsgbKh4GpDg&usg=AFQjCNHHnSkhRE-lYgO5fIpw9NfISsk3Wg|Mayer, R. E. & Anderson, R. B. Animations need narrations: An experimental test of a dual-coding hypothesis.  Journal of Educational Psychology, 83, 484-490. 1990.]])).
-There are several important **principles of cognitive theory of multimedia learning** identified by Mayer:
-  * **Modality principle** - applies to the idea that humans have a separated visual/pictorial and auditory/verbal channel for information processing that can work in parallel, but have limited capacity. **Using both channels can enhance learning**.
-  * **Redundancy principle** - refers to the fact that **capacity of both channels can unnecessarily be overloaded by redundant information** presented through both channels thereby negatively affecting learning process.
-  * **Spatial contiguity principle** - **information processing is easier when less cognitive effort is needed**. For example, text placed near the referred place in the diagram will result in more successful learning than if it is placed under the diagram. ([[images:spatial_examples|Example from Mayer's "Multimedia Learning"]])
-  * **Temporal contiguity principle** - **simultaneous presentation should be most similar to the way human mind operates** and has provided best experimental results, same as presenting them with very short time differences.
-  * **Coherence principle** - claims that **extraneous material** that may be interesting or motivating but is irrelevant and generally **wastes learning resources**.
-  * **Individual differences principle** - emphasizes influence of prior knowledge to results of learning. Design effects are stronger for learners with little prior knowledge, which results in **different optimal instructional design** for **intermediate learners or beginners**.
-===== What is the practical meaning of cognitive theory of multimedia learning? =====
-Principles of the cognitive theory of multimedia learning have a rather practical application in educational theory. As stated by Mayer in his book "Media learning", meaning of the principals (in order they are introduced above) can be described as follows:
-  * Students learn better from words and pictures than from words alone
-  * Students learn better from animation and narration together than only from animation or narration or on-screen text
-  * Students learn better when corresponding words and pictures are presented close rather than far from each other on the page or screen
-  * Students learn better when corresponding words and pictures are presented simultaneously rather than one after another
-  * Students learn better when extraneous material is excluded rather than included
-  * All of this design effects are stronger for low-knowledge learners than for high knowledge learners, and for high-spatial learners rather than for low-spatial learners
-===== Keywords and most important names =====
-  * **Cognitive theory of multimedia learning**, **dual coding theory**, **visual and verbal/acoustic channel**, **modality principle**, **redundancy principle**, **spatial contiguity principle**, **temporal contiguity principle**, **coherence principle**, **individual differences principle**
-  * [[http://www.psych.ucsb.edu/people/faculty/mayer/index.php|Richard Mayer]]
-===== Bibliography =====
-[[http://www.presentationfacts.com/index.php/2005/12/04/a-cognitive-theory-of-multimedia-learning/|“A Cognitive Theory of Multimedia Learning » Presentation Facts.”]]
-[[http://visuallearningresearch.wiki.educ.msu.edu/file/view/Mayer,+Heiser,+%26+Lonn+%282001%29.pdf |Mayer, R. E, J. Heiser, and S. Lonn. “Cognitive constraints on multimedia learning: When presenting more material results in less understanding.” Journal of Educational Psychology 93, no. 1 (2001): 187–198.]]
-[[http://books.google.hr/books?id=ymJ9o-w_6WEC&printsec=frontcover&dq=Mayer+2001&hl=hr&ei=IFMsTeWCHJH2sgantPDiBw&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCQQ6AEwAA#v=onepage&q=Mayer%202001&f=false|Mayer, Richard E. Multimédia learning. Cambridge University Press, 2001.]]
-[[http://www.bookrags.com/wiki/Multimedia_learning|BookRags: Multimedia learning]]
-===== Read more =====
-Baddeley, A. D., Hitch, G. J. Working Memory. In Bower, G.A. The psychology of learning and motivation: advances in research and theory. 8. New York: Academic Press. pp. 47–89. 1974.
-Moreno, R., and Mayer, Richard E. Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity. Journal of Educational Psychology 91, no. 2: p358-368. June 1999.
-[[http://visuallearningresearch.wiki.educ.msu.edu/file/view/Mayer+%26+Sims+%281994%29.pdf/50533673/Mayer+%26+Sims+%281994%29.pdf|Mayer, R. E, and V. K Sims. “For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning.” Journal of educational psychology 86 (1994): 389–389.]]

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