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Cognitive Theory of Multimedia Learning
 

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.

Cognitive Theory of Multimedia Learning Cognitive Theory of Multimedia Learning Presentation Transcript

  • Cognitive Theory of Multimedia Learning
    CitM Productions
  • What is Multimedia Learning?
  • CTML: Overview
  • Cognitive Processes
  • Processing Pictures
  • Processing Spoken Words
  • Processing Printed Words
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • multimedia
    split-attention
    modality
    redundancy
    segmenting, pre-training, and modality
    coherence, signaling, spatial contiguity, and redundancy
    personalization, voice, and image
    Basic Principles
  • guided-discovery
    worked-out example
    collaboration
    self-explanation
    animation and interactivity
    navigation
    site map
    prior knowledge
    cognitive aging
    Advanced Principles
  • Sample #1
    multimedia
    temporal contiguity
    voice
  • Sample #2
    multimedia
    modality
    pre-training
    segmenting
    coherence, signaling
    temporal contiguity
    split-attention
    personalization, voice, image
    redundancy
  • Sample #3
    coherence
    signaling
    spatial contiguity
    segmenting
    multimedia
  • CTML