Today in education, there is an enormous potential for optimizing learning and instruction. Increased reliance on technology, combined with how the brain processes information around it, has become an extreme interest to educators (BrainPOP, 2008). The Cognitive Theory of Multimedia Learning, from Richard Mayer of the University of California, can be used to guide instructional technologists in the creation of more effective computer-based training and multimedia instruction.
The Cognitive Theory of Multimedia Learning describes the cognitive process that occur when exposed to multimedia learning (Moreno & Mayer, 2008). The theory is based on three assumptions (http://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html). The first assumption is that two separate channels for processing information exist. The channels are auditory and visual. Within the dual-channel assumption, people use separate channels to process visual and auditory information independently (Jin-Hua et al., 2009). Using both of the auditory and visual channels, student learning through multimedia instruction can be dramatically enhanced as information is presented. This occurs because the brain accommodates more new information by taking advantage of its multimodal processing capability with technology-based tools (BrainPOP, 2008).
Within the second assumption, both auditory and visual channels are recognized to have a limited capacity. Within this limited-capacity assumption, people can process only a limited amount of information simultaneously on each channel (Sorden, 2005). Continuing to expose a person to information in an already filled capacity, will only hinder the learning process. The final assumption is that learning itself is an active process of filtering, selecting, organizing, and integrating information (http://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html). Within the active-processing assumption, people engage in active learning by paying attention to relevant incoming information, organizing selected information into coherent mental representations, and integrating mental representations with other knowledge (Jin-Hua et al., 2009).
So what does this mean? Well, people use auditory and visual channels to take in information; and, the capacity to take in information is limited. And, people will pay attention to relevant information and integrate it with other knowledge. This is the cognitive theory of multimedia learning.
Script resources used in the video:
BrainPOP (2008). Understanding multimedia learning: Integrating multimedia in the K-12
classroom. Retrieved from http://www.brainpop.com/educators/community/wpcontent/uploads/2014/02/120618_BrainPOP_White_Paper.pdf
Jin-Hua, S., Chun, W., Hui, W., & Shumei, C. (2009). Design of an e-Learning system for technical Chinese courses using cognitive theory of multimedia learning. Electronics & Communications in Japan, 92(8), 1-10. doi:10.1002/ecj.10204
Mayer, R.E. (2005). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
Moreno R, Mayer R.E. (2008). A learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 2(2).
Sorden, S.D. (2005) A cognitive approach to instructional design for multimedia learning. Informing Science Journal, 8, 263-279
The Cognitive Theory of Multimedia Learning describes the cognitive process that occur when exposed to multimedia learning (Moreno & Mayer, 2008). The theory is based on three assumptions (http://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html). The first assumption is that two separate channels for processing information exist. The channels are auditory and visual. Within the dual-channel assumption, people use separate channels to process visual and auditory information independently (Jin-Hua et al., 2009). Using both of the auditory and visual channels, student learning through multimedia instruction can be dramatically enhanced as information is presented. This occurs because the brain accommodates more new information by taking advantage of its multimodal processing capability with technology-based tools (BrainPOP, 2008).
Within the second assumption, both auditory and visual channels are recognized to have a limited capacity. Within this limited-capacity assumption, people can process only a limited amount of information simultaneously on each channel (Sorden, 2005). Continuing to expose a person to information in an already filled capacity, will only hinder the learning process. The final assumption is that learning itself is an active process of filtering, selecting, organizing, and integrating information (http://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html). Within the active-processing assumption, people engage in active learning by paying attention to relevant incoming information, organizing selected information into coherent mental representations, and integrating mental representations with other knowledge (Jin-Hua et al., 2009).
So what does this mean? Well, people use auditory and visual channels to take in information; and, the capacity to take in information is limited. And, people will pay attention to relevant information and integrate it with other knowledge. This is the cognitive theory of multimedia learning.
Script resources used in the video:
BrainPOP (2008). Understanding multimedia learning: Integrating multimedia in the K-12
classroom. Retrieved from http://www.brainpop.com/educators/community/wpcontent/uploads/2014/02/120618_BrainPOP_White_Paper.pdf
Jin-Hua, S., Chun, W., Hui, W., & Shumei, C. (2009). Design of an e-Learning system for technical Chinese courses using cognitive theory of multimedia learning. Electronics & Communications in Japan, 92(8), 1-10. doi:10.1002/ecj.10204
Mayer, R.E. (2005). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
Moreno R, Mayer R.E. (2008). A learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 2(2).
Sorden, S.D. (2005) A cognitive approach to instructional design for multimedia learning. Informing Science Journal, 8, 263-279