Cognitive Theory of Multimedia Learning by Richard E' Mayer

1
Cognitive Theory of Multimedia Learning by
Richard E. Mayer
Leading Discussant Shyh-Chii Tzeng March 6, 2007
2
Outline

• The case for multimedia learning
• Three assumptions of the cognitive theory of
  multimedia learning
• Three memory stores in multimedia learning
• Five processes in the cognitive theory of
  multimedia learning

3
Outline

• Five forms of representation
• Examples of how three kinds of presented
  materials are processed
• Conclusion

4
Theory

• Definition
• Characteristics

5
The case for multimedia learning

• Rationale (p.31)
• Instructional message (p. 32)
• Role in multimedia learning (p. 32)
• Four criteria (p. 32)

6
Three Assumptions

• Dual-channel (pp. 33-34)
• Limited capacity (p. 35-36)
• Active processing (p. 36-37)

7
Active Processing-1

• Paying attention Organizing incoming
  information Integrating incoming
  information with other knowledge

8
Active Processing-2

• Paying attention?
• Organizing incoming information process,
  comparison, generalization, enumeration, and
  classification (p. 36)
• Integration making connections between new and
  old

9
Three Memory Stores
10
Five Processes

• (p. 38)
• Table 3.2 (p.41)

11
Five Forms

• Table 3.3 (p. 42)

12
Examples of Three Kinds of Materials Processed

• Figure 3.3 (p. 43)

13
Principles-1

• Multimedia Students learn better from words and
  pictures than from words alone.
• Spatial contiguity Students learn better when
  corresponding words and picture are presented
  near rather than far from each other on the page
  or screen.
• Temporal contiguity Students learn better when
  corresponding words and picture are presented
  simultaneously rather than successively.

14
Principles-2

• Coherence Students learn better when extraneous
  material is excluded rather than included. The
  coherence principle can be broken into three
  complementary versions (1) student learning is
  hurt when interesting but irrelevant words and
  pictures are added to a multimedia presentation,

15
Principles-3

• Coherence (2) student learning is hurt when
  interesting but irrelevant sound and music are
  added to a multimedia presentation and (3)
  student learning is improve when unneeded words
  are eliminated from a multimedia presentation.

16
Principles-4

• Modality Students learn better from animation
  and narration than from animation and on-screen
  text that is, students learn better when words
  in a multimedia message are presented as spoken
  text rather than printed text.

17
Principles-5

• Redundancy Student learn better from animation
  and narration than from animation, narration, and
  text.
• Individual differences Design effects are
  stronger for low-knowledge learner then for
  high-knowledge learner, and for higher-spatial
  learners than for low spatial learners.

18
Conclusion

• Comparison with related theories (pp. 45-46)
• Future directions (p. 46)