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Cognitive Theory of Multimedia Learning

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Group presentation to provide an overview of Mayer's theory.

Group presentation to provide an overview of Mayer's theory.

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  • This cognitive model represents the human information-processing system.
  • Sweller has significantly contributed to the split-attention principle.
  • Transcript

    • 1. Cognitive Theory of Multimedia Learning
      CitM Productions
    • 2. What is Multimedia Learning?
    • 3. CTML: Overview
    • 4. Cognitive Processes
    • 5. Processing Pictures
    • 6. Processing Spoken Words
    • 7. Processing Printed Words
    • 8. Richard Mayer
      Ph.D. in Psychology
      University of Michigan
      1973
      Professor of Psychology
      University of California at Santa Barbara
      Cognitive Theory of Multimedia Learning
      CTML Researchers: Mayer
    • 9. Roxana Moreno
      Ph.D. in Psychology
      University of California at Santa Barbara
      1999
      Associate Professor of Educational Psychology
      University of New Mexico
      Cognitive theories in educational technology
      CTML Researchers: Moreno
    • 10. John Sweller
      Ph.D. in Psychology
      University of Adelaide
      1972
      Emeritus Professor of Education
      University of New South Wales
      Cognitive Load Theory
      CTML Researchers: Sweller
    • 11. Jan Plass
      Ph.D. in Educational Technology
      Erfurt University
      1994
      Associate Professor of Educational Communication and Technology
      New York University
      Cognitive science, learning sciences, and design
      CTML Researchers: Plass
    • 12. Wolfgang Schnotz
      Ph.D. in Education
      Technische Universität Berlin
      1978
      Director of the Center for Multimedia, Head of Education Graduate School
      Universität Koblenz-Landau
      Integrative model of text and picture comprehension
      CTML Researchers: Schnotz
    • 13. Mayer, R.E., & Anderson, R.B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology. 83, 484-490.
      Moreno, R. & Mayer, R.E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology. 92(1), 117-125.
      Significant Studies
    • 14. Pass, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science. 32, 1-8.
      Plass, J.L., Chun, D.M., Mayer, R.E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology. 90, 25-36.
      Significant Studies
    • 15. multimedia
      split-attention
      modality
      redundancy
      segmenting, pre-training, and modality
      coherence, signaling, spatial contiguity, and redundancy
      personalization, voice, and image
      Basic Principles
    • 16. guided-discovery
      worked-out example
      collaboration
      self-explanation
      animation and interactivity
      navigation
      site map
      prior knowledge
      cognitive aging
      Advanced Principles
    • 17. Sample #1
      multimedia
      temporal contiguity
      voice
    • 18. Sample #2
      multimedia
      modality
      pre-training
      segmenting
      coherence, signaling
      temporal contiguity
      split-attention
      personalization, voice, image
      redundancy
    • 19. Sample #3
      coherence
      signaling
      spatial contiguity
      segmenting
      multimedia
    • 20. CTML