Eddie Mathews

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Cognitive Theory of Multimedia Learning
Information Processing

• Eddie Mathews
• EDTI 6304 Cognition Learning
• UTB Spring 2012

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Background of Cognitive Studies

• Cognitivism replaced behaviorism in the late
  1960s as the dominant paradigm
• Cognitivism focuses on the inner mental
  activities the black box of the human mind
• Researchers believed mental processes such as
  thinking, memory, knowing, and problem-solving
  need to be explored
• In recent years, much has been learned about
  cognition and learning

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Common Assumptions

• Two separate channels for processing information
  auditory and visual (some call this Dual-Coding
  Theory)
• Each channel has a limited capacity for
  processing information (Cognitive Load)
• Learning is the active process of filtering,
  selecting, organizing, and integrating
  information based upon prior knowledge

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Cognitive Psychology Research
Richard E. Mayer has developed a theory which
involves cognition, instruction, and
technology. Mayers research led to a theory
called Cognitive Theory of Multimedia Learning
that contribute heavily computer-based instruction
Richard E. Mayer
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What is C.T.M.L.?
Basically, in a nutshell Mayers Cognitive
Theory of Multimedia Learning argues
that People learn more deeply from words and
pictures than from words alone.
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What is Multimedia Learning?
Term Definition
Multimedia Presenting words and pictures
Multimedia learning Building mental representations from words and pictures
Multimedia instruction Presenting words and pictures that are intended to promote learning
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Cognitive Components
Term Definition
Sensory Memory memory store holding images on the eyes and sounds on the ears for a brief period
Working Memory limited-capacity memory store for storing sounds/images in active consciousness
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CTML Cognitive Processes
Long-Term Memory
Multimedia Presentation
Sensory Memory
Working Memory
words
ears
sounds
verbal model
integrating
prior knowledge
media selection
media organization
pictures
eyes
images
pictorial model
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Processing Pictures
Working Memory
Long-Term Memory
Multimedia Presentation
Sensory Memory
integrating
prior knowledge
media selection
media organization
pictures
eyes
images
pictorial model
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Processing Spoken Words
Multimedia Presentation
Sensory Memory
Working Memory
Long-Term Memory
words
ears
sounds
verbal model
integrating
prior knowledge
media selection
media organization
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Processing Printed Words
Multimedia Presentation
Sensory Memory
Working Memory
Long-Term Memory
words
sounds
verbal model
integrating
prior knowledge
media selection
media organization
eyes
images
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Multimedia Principles(based on Mayers research)
Now for some application
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1. Multimedia Principle

• Students learn better from words and pictures
  than from words alone.

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Example Pump Lesson

• When the handle is pulled up, the piston moves
  up, the inlet valve opens, the outlet valve
  closes and air enters the lower part of the
  cylinder.
• When the handle is pushed down, the piston moves
  down, the inlet valve closes, the outlet valve
  opens, and air moves out through the hose.

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2. Spatial Contiguity Principle

• Students learn better when corresponding words
  and pictures are presented near rather than far
  from each other on the page or screen.

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3. Temporal Contiguity Principle

• Students learn better when corresponding words
  and pictures are presented simultaneously rather
  than successively.

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Example Weather Lesson

1. Cool moist air moves over a warmer surface and
   becomes heated
2. Warmed moist air near the earths surface rises
   rapidly.
3. As the air in this updraft cools, water vapor
   condenses into water droplets and forms a cloud.
4. The clouds top extends above the freezing level,
   so the upper portion of the cloud is composed of
   tiny ice crystals.
5. Eventually, the water droplets and ice crystals
   become too large to be suspended by the updrafts.
6. As raindrops and ice crystals fall through the
   cloud, they drag some of the air in the cloud
   downward, producing downdrafts.
7. When downdrafts strike the ground, they spread
   out in all directions, producing the gust of wind
   people feel before the start of rain.
8. Within the cloud, the rising and falling air
   currents cause electrical charges to build.

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4. Coherence Principle

• Students learn better when extraneous words,
  pictures, and sounds are excluded rather than
  included.

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5. Modality Principle

• Students learn better from animation and
  narration than from animation and on-screen text.

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6. Redundancy Principle

• Better transfer occurs when animation and
  narration are not combined with printed text.
  When pictures and words are both presented
  visually, it can overload visual working memory
  capacity.

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7. Individual Differences Principle

• Design effects are stronger for low-knowledge
  learners than from high-knowledge learners and
  for high-spatial learners than for low-spatial
  learners.

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Credits References

• Retrieved from the Internet
• http//www.learning-theories.com/cognitivism.html
• http//www.psych.ucsb.edu/people/faculty/mayer/ind
  ex.php
• Clark, R.C., Mayer, R.E. (2008). Applying the
  multimedia principle. E-learning and the science
  of instruction (3rd ed., pp. 447-478). San
  Francisco, CA Pfeiffer.
• Mayer, R.E., Gallini, J.K. (1990). When an
  illustration is worth then thousand words?
  Journal of Educational Psychology, 88, 64-73
• Mayer, R. E., Moreno, R. (2003). Nine ways to
  reduce cognitive load in multimedia learning.
  Educational Psychologist,38(1). 43 52.