SMED 702 Module 6 Presentation

1. COGNITIVE THEORY
OF MULTIMEDIA
ASHALYNN DAVIS
MODULE 6
DR. MOUSTAPHA DIACK
11/18/21

2. TABLE OF CONTENTS
• Cognitive Theory ………………………..Slide 3-5
• Cognitive Load …………………………. Slide 6-8
• Multimedia Principles …………………....Slide 9-13
• References …………………………….....Slide 14

3. COGNITIVE THEORY OF MULTIMEDIA
• What is the Cognitive Theory of Multimedia?
• The cognitive theory of multimedia learning centers on the idea that learners attempt
to build meaningful connections between words and pictures and that they learn more
deeply than they could have with words or pictures alone [1]

4. COGNITIVE THEORY OF MULTIMEDIA (CONT.)
• 3 Key Elements of Cognitive Theory of Multimedia [1]
1. Active Processing Assumption
• One can construct new knowledge in a meaningful ways when the material is relevant to the
individual
• Integrate new material with prior knowledge
2. Dual Chanel Assumption
• Auditory(ears) and Visual(eyes) Channels are available in one’s working memory
• Dual Coding Theory

5. COGNITIVE THEORY OF MULTIMEDIA (CONT.)
• 3 Key Elements (Cont.) [1]
3. Limited Capacity Assumption
• Each Subsystem of one’s working memory has limited capacity
• Cognitive Load Theory

6. COGNITIVE LOAD THEORY
• As stated in the previous slide, the limited capacity assumption states that there is
a limit to the amount of information that can be processed at one time by
working memory. In other words, learning is hindered when cognitive overload
occurs and working memory capacity is exceeded [1].
• Types of Cognitive Load [1]
• Extraneous
• Germane
• Intrinsic

7. COGNITIVE LOAD THEORY (CONT.)
• Types of Cognitive Loads
1. Extraneous[2]
• Presentation of material that does not support specified learning outcomes
• i.e. Irrelevant information, Meaningless or erroneous animations in leaning materials
2. Germane[2]
• Also known as Generative Processing
• Motivation based understanding of material
• Possible solution: Scaffolding lessons

8. COGNITIVE LOAD THEORY (CONT.)
• Types of Cognitive Loads (Cont.)
3. Intrinsic[2]
• Also Known as Essential Processing, refers to cognitive effort required to represent the
material in one’s working memory and is based on the complexity or difficulty inherent to
the learning materials
• Possible solution : Chunking lessons effectively to not overwhelm student learning process

9. THE 12 PRINCIPLES OF MULTIMEDIA
• The 12 Principles of Multimedia[4]
• Best practices to reduce students' cognitive load when their processing demands
exceed their processing capabilities. In other words, these strategies can be employed
when the use of words, pictures, and media in an online course are over stimulating
and inhibit learning.

10. THE 12 PRINCIPLES OF MULTIMEDIA
• The 12 Principles of Multimedia are grouped into the three types of cognitive
loads[1][3][4]
• Extraneous Processing(5 out of the 12 Principles)
• Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity
• Intrinsic Processing(3 out of the 12 Principles)
• Segmenting, Pre-Training, Modality
• Germane Processing (4 out of the 12 Principles)
• Multimedia, Personalization, Voice, Image

11. THE 12 PRINCIPLES OF MULTIMEDIA (CONT.)
• The 12 Principles of Multimedia (CONT.)
• Extraneous Processing[3][4]
• Coherence: Removing unnecessary and irrelevant material
• Signaling: Showing exactly what learners need to pay attention to
• Redundancy: Removing repetitive information even if its presented in different means
• Spatial Contiguity: Relevant text an visuals should be close together physically
• Temporal Contiguity: Presenting audio and visuals together instead of consecutively

12. THE 12 PRINCIPLES OF MULTIMEDIA (CONT.)
• The 12 Principles of Multimedia (CONT.)
• Intrinsic Processing[3][4]
• Segmenting: Presenting information in segments and not just one long stream of
information
• Pre-Training : Possessing basic pre-knowledge of topic
• Modality: People learn better from visual and spoken words rather than visual and text

13. THE 12 PRINCIPLES OF MULTIMEDIA (CONT.)
• The 12 Principles of Multimedia (CONT.)
• Germane Processing[3][4]
• Multimedia: People learn better from words and pictures than just words alone
• Personalization: People learn better from informal voices rather than overly formal
voices
• Voice: Human voices are better learning tools than computer voices
• Image: Visuals are better for learners than the instructors videoing in person and
speaking

14. REFERENCES
• [1] Sorden, S. (n.d.). The Cognitive Theory of Multimedia Learning . Retrieved November 11, 2021, from
https://www.researchgate.net/profile/Stephen-
Sorden/publication/267991109_The_Cognitive_Theory_of_Multimedia_Learning/links/5786d15f08ae3949cf5564c7/The-Cognitive-Theory-
of-Multimedia-Learning.pdf.
• [2] Principles of Multimedia Learning - Center for teaching and learning: Wiley education services. Center for Teaching and Learning | Wiley
Education Services. (2020, January 31). Retrieved November 14, 2021, from https://ctl.wiley.com/principles-of-multimedia-learning/.
• [3] How to use Mayer's 12 principles of multimedia learning [examples included]. Water Bear Learning. (2020, July 24). Retrieved November 14, 2021,
from https://waterbearlearning.com/mayers-principles-multimedia-learning/.
• [4] Manno, M. (2015, October 21). Digital Spaces: 12 best practices for multimedia learning. Edutopia. Retrieved November 15, 2021, from
https://www.edutopia.org/blog/digital-spaces-12-best-practices-michelle-manno.