Cognitive Theory of Multimedia Learning

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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.
  • Cognitive Theory of Multimedia Learning

    1. 1. Cognitive Theory of Multimedia Learning<br />CitM Productions<br />
    2. 2. What is Multimedia Learning?<br />
    3. 3. CTML: Overview<br />
    4. 4. Cognitive Processes<br />
    5. 5. Processing Pictures<br />
    6. 6. Processing Spoken Words<br />
    7. 7. Processing Printed Words<br />
    8. 8. Richard Mayer<br />Ph.D. in Psychology<br />University of Michigan<br />1973<br />Professor of Psychology<br />University of California at Santa Barbara<br />Cognitive Theory of Multimedia Learning<br />CTML Researchers: Mayer<br />
    9. 9. Roxana Moreno<br />Ph.D. in Psychology<br />University of California at Santa Barbara<br />1999<br />Associate Professor of Educational Psychology<br />University of New Mexico<br />Cognitive theories in educational technology<br />CTML Researchers: Moreno<br />
    10. 10. John Sweller<br />Ph.D. in Psychology<br />University of Adelaide<br />1972<br />Emeritus Professor of Education<br />University of New South Wales<br />Cognitive Load Theory<br />CTML Researchers: Sweller<br />
    11. 11. Jan Plass<br />Ph.D. in Educational Technology<br />Erfurt University<br />1994<br />Associate Professor of Educational Communication and Technology<br />New York University<br />Cognitive science, learning sciences, and design<br />CTML Researchers: Plass<br />
    12. 12. Wolfgang Schnotz<br />Ph.D. in Education<br />Technische Universität Berlin<br />1978<br />Director of the Center for Multimedia, Head of Education Graduate School<br />Universität Koblenz-Landau<br />Integrative model of text and picture comprehension<br />CTML Researchers: Schnotz<br />
    13. 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.<br />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.<br />Significant Studies<br />
    14. 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.<br />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.<br />Significant Studies<br />
    15. 15. multimedia<br />split-attention<br />modality<br />redundancy<br />segmenting, pre-training, and modality<br />coherence, signaling, spatial contiguity, and redundancy<br />personalization, voice, and image<br />Basic Principles<br />
    16. 16. guided-discovery<br />worked-out example<br />collaboration<br />self-explanation<br />animation and interactivity<br />navigation<br />site map<br />prior knowledge<br />cognitive aging<br />Advanced Principles<br />
    17. 17. Sample #1<br />multimedia<br />temporal contiguity<br />voice<br />
    18. 18. Sample #2<br />multimedia<br />modality<br />pre-training<br />segmenting<br />coherence, signaling<br />temporal contiguity<br />split-attention<br />personalization, voice, image<br />redundancy<br />
    19. 19. Sample #3<br />coherence<br />signaling<br />spatial contiguity<br />segmenting<br />multimedia<br />
    20. 20. CTML<br />

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