learning_theories:cognitive_theory_of_multimedia_learning
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learning_theories:cognitive_theory_of_multimedia_learning [2011/09/13 08:38] jpetrovic [What is cognitive theory of multimedia learning?] |
learning_theories:cognitive_theory_of_multimedia_learning [2023/06/19 16:03] (current) |
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| - | Cognitive theory of multimedia learning is one of the [[learning_paradigms:cognitivism#learning_theories|cognitivist learning theories]] introduced by an American psychology professor [[http://www.psych.ucsb.edu/people/faculty/mayer/index.php|Richard Mayer]] in the 1990s. This theory is a sub-theory of the [[learning_theories:cognitive_load_theory|cognitive load theory]] applied especially for multimedia learning, and therefore has many similarities with it. Basic assumption of Mayer's 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. | + | Cognitive theory of multimedia learning is one of the [[learning_paradigms:cognitivism#learning_theories|cognitivist learning theories]] introduced by an American psychology professor [[http://www.psych.ucsb.edu/people/faculty/mayer/index.php|Richard Mayer]] in the 1990s. This theory is a sub-theory of [[http://education.arts.unsw.edu.au/staff/john-sweller-726.html|John Sweller]]'s [[learning_theories:cognitive_load_theory|cognitive load theory]] applied especially for multimedia learning, and therefore has many similarities with it. Basic assumption of Mayer's 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. |
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| - **Dual-channel assumption** - The verbal and visual channels (similar to what Baddeley called //phonological loop system// and //visuospatial sketchpad//(([[http://books.google.hr/books?id=ymJ9o-w_6WEC&printsec=frontcover&dq=Mayer,+Richard+E.+Multim%C3%A9dia+learning&hl=hr&ei=XMNrTeSmG43ItAbaprn3DA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Mayer, Richard E. Multimédia learning. Cambridge University Press, 2001.]]))) in our working memory are separated and can be used for processing information simultaneously thus enhancing process of learning. The suggestion that human working memory has more sub-components firstly came from the working memory models designed by [[http://www.york.ac.uk/psychology/staff/faculty/ab50/|Alan Baddeley]] and [[http://www.york.ac.uk/res/wml/ghitch.html|Graham Hitch]] in 1974(([[http://dionysus.psych.wisc.edu/Lit/Articles/BaddeleyA1974a.pdf|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.]])) and reviewed by Baddeley in 1992(([[http://www.sciencemag.org/content/255/5044/556.abstract|Baddeley, A. Working memory. Science (New York, N.Y.) 255, no. 5044: 556-559. January 31, 1992.]])). These findings where further incorporated to the [[learning_theories:Dual coding theory]] by [[http://en.wikipedia.org/wiki/Allan_Paivio|Allan Paivio]](([[http://www.ebook3000.com/Mental-Representations--A-Dual-Coding-Approach_123738.html|Paivio, A. Mental representations: A dual coding approach. Oxford, England: Oxford University Press. 1986.]])) and later by Mayer and his colleagues. | - **Dual-channel assumption** - The verbal and visual channels (similar to what Baddeley called //phonological loop system// and //visuospatial sketchpad//(([[http://books.google.hr/books?id=ymJ9o-w_6WEC&printsec=frontcover&dq=Mayer,+Richard+E.+Multim%C3%A9dia+learning&hl=hr&ei=XMNrTeSmG43ItAbaprn3DA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Mayer, Richard E. Multimédia learning. Cambridge University Press, 2001.]]))) in our working memory are separated and can be used for processing information simultaneously thus enhancing process of learning. The suggestion that human working memory has more sub-components firstly came from the working memory models designed by [[http://www.york.ac.uk/psychology/staff/faculty/ab50/|Alan Baddeley]] and [[http://www.york.ac.uk/res/wml/ghitch.html|Graham Hitch]] in 1974(([[http://dionysus.psych.wisc.edu/Lit/Articles/BaddeleyA1974a.pdf|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.]])) and reviewed by Baddeley in 1992(([[http://www.sciencemag.org/content/255/5044/556.abstract|Baddeley, A. Working memory. Science (New York, N.Y.) 255, no. 5044: 556-559. January 31, 1992.]])). These findings where further incorporated to the [[learning_theories:Dual coding theory]] by [[http://en.wikipedia.org/wiki/Allan_Paivio|Allan Paivio]](([[http://www.ebook3000.com/Mental-Representations--A-Dual-Coding-Approach_123738.html|Paivio, A. Mental representations: A dual coding approach. Oxford, England: Oxford University Press. 1986.]])) and later by Mayer and his colleagues. | ||
| - | - **Limited capacity assumption** - As Miller's [[http://tip.psychology.org/miller.html|Information processing theory]] has shown, these channels have limited capacity(([[http://cogprints.org/730/1/miller.html|Miller, G. A. The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychology Review 63: 81-97. 1956.]])) and limited time((Peterson, L. and Peterson, M. Short-term retention of individual verbal items. Journal of Experimental Psychology, 58, 193–198. 1959.)) they can hold information. Too much information can therefore cause //cognitive overload//.(([[www.elizabethoc.com/9ways/article.pdf|Mayer, Richard, and Roxana Moreno. Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist 38: 43-52, March 2003.]])) | + | - **Limited capacity assumption** - As Miller's [[http://tip.psychology.org/miller.html|Information processing theory]] has shown, these channels have limited capacity(([[http://cogprints.org/730/1/miller.html|Miller, G. A. The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychology Review 63: 81-97. 1956.]])) and limited time((Peterson, L. and Peterson, M. Short-term retention of individual verbal items. Journal of Experimental Psychology, 58, 193–198. 1959.)) they can hold information. Too much information can therefore cause //cognitive overload//.(([[http://www.uky.edu/~gmswan3/544/9_ways_to_reduce_CL.pdf|Mayer, Richard, and Roxana Moreno. Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist 38: 43-52, March 2003.]])) |
| - **Active-processing assumption** - Learning is an active process of collecting, organizing and integrating new information(([[http://books.google.hr/books?id=ymJ9o-w_6WEC&printsec=frontcover&dq=Mayer,+Richard+E.+Multim%C3%A9dia+learning&hl=hr&ei=XMNrTeSmG43ItAbaprn3DA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Mayer, Richard E. Multimédia learning. Cambridge University Press, 2001.]])). Similarities with [[learning_paradigms:constructivism|constructivist learning]] may be noticed in this definition. | - **Active-processing assumption** - Learning is an active process of collecting, organizing and integrating new information(([[http://books.google.hr/books?id=ymJ9o-w_6WEC&printsec=frontcover&dq=Mayer,+Richard+E.+Multim%C3%A9dia+learning&hl=hr&ei=XMNrTeSmG43ItAbaprn3DA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Mayer, Richard E. Multimédia learning. Cambridge University Press, 2001.]])). Similarities with [[learning_paradigms:constructivism|constructivist learning]] may be noticed in this definition. | ||
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| ===== What is the practical meaning of cognitive theory of multimedia learning? ===== | ===== What is the practical meaning of cognitive theory of multimedia learning? ===== | ||
| - | Principles of the cognitive theory of multimedia learning have a very practical application in educational theory. As stated by Mayer(([[http://books.google.hr/books?id=ymJ9o-w_6WEC&printsec=frontcover&dq=Mayer,+Richard+E.+Multim%C3%A9dia+learning&hl=hr&ei=XMNrTeSmG43ItAbaprn3DA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Mayer, Richard E. Multimédia learning. Cambridge University Press, 2001.]])), these principals suggest that students learn better | + | As mentioned, research in frames of cognitive theory of multimedia learning and [[learning_theories:cognitive load theory]] has revealed a number of [[research_results:principles and effects]] introduced by Sweller(([[http://www.csuchico.edu/~nschwartz/Sweller_2008.pdf|Sweller, J. Human Cognitive Architecture. In Handbook of research on educational communications and technology, 369-381. Taylor & Francis, 2008.]])), Mayer(([[http://books.google.hr/books?id=ymJ9o-w_6WEC&printsec=frontcover&dq=Mayer,+Richard+E.+Multim%C3%A9dia+learning&hl=hr&ei=XMNrTeSmG43ItAbaprn3DA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Mayer, Richard E. Multimédia learning. Cambridge University Press, 2001.]])), and a number of other researchers. Simplified, these principles and effects suggest that students learn better: |
| - | * from **words and pictures** than from words alone | + | * from **words and pictures** than from words alone, |
| - | * from **animation and narration** together than only from animation or narration or on-screen text | + | * from **animation and narration** together than only from animation or narration or on-screen text, |
| - | * when corresponding words and pictures are presented **close** rather than far from each other on the page or screen | + | * when corresponding words and pictures are presented **close** rather than far from each other on the page or screen, |
| - | * when corresponding words and pictures are presented **simultaneously** rather than one after another | + | * when corresponding words and pictures are presented **simultaneously** rather than one after another, |
| - | * when extraneous interesting but irrelevant material is excluded rather than included | + | * when extraneous interesting but irrelevant material is excluded rather than included, |
| - | * when important information in the learning material is marked or emphasized | + | * when important information in the learning material is marked or emphasized, |
| - | * animation or text are broken down into smaller segments | + | * when animation or text are broken down into **smaller segments**, |
| - | * when they are presented with worked examples before they try to solve a problem on their own | + | * when they are presented with worked examples before they try to solve a problem on their own, |
| - | * when they are prompted to self-explain a step in a procedure | + | * when they are prompted to **self-explain** a step in a procedure, |
| - | * when they study complex material in collaboration with other students | + | * when they study complex material in **collaboration** with other students, |
| - | * when their prior knowledge is activated prior to learning new material | + | * when their **prior knowledge is activate**d prior to learning new material, and |
| - | * when they receive amount of guidance depending on their expertise level | + | * when they receive amount of **guidance** depending on their expertise level. |
| - | 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. | + | All of these design effects are stronger for low-knowledge learners than for high knowledge learners, and for high-spatial learners rather than for low-spatial learners. |
| + | Still, all of the mentioned suggestions for more efficient learning should be implemented with caution, since real-life learning environments are always much more complex than laboratory conditions. For more details and research status on every of the mentioned suggestions visit the [[research_results:principles and effects]] page. | ||
| ===== Criticisms ===== | ===== Criticisms ===== | ||
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| ===== Keywords and most important names ===== | ===== 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** | + | * **Cognitive theory of multimedia learning**, **dual coding theory**, **visual and verbal/acoustic channel** |
| * [[http://www.psych.ucsb.edu/people/faculty/mayer/index.php|Richard Mayer]] | * [[http://www.psych.ucsb.edu/people/faculty/mayer/index.php|Richard Mayer]] | ||
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