These accounts explains the effects of multimedia principles and tells us that people learn more and are also able to apply the things they have learned using both words and pictures than when they are instructed with just words or pictures.

1. The Cognitive Theory of Multimedia, The multimedia principles and
Cognitive Load.
Oluwatobiloba Olawoye.
Cognitive psychology in Science/Math Edu.
SMED 702
Dr. Moustapha Diack
November 16, 2020.

2. The Cognitive Theory of Multimedia
Learning (CTML)
2
MULTIMEDIA LEARNING IS A COGNITIVE THEORY OF
LEARNING WHICH HAS BEEN POPULARIZED BY THE
WORK OF RICHARD E. MAYER AND OTHERS.
MULTIMEDIA LEARNING HAPPENS WHEN WE BUILD
MENTAL REPRESENTATIONS FROM WORDS AND
PICTURES.
GENERALLY, THESE THEORY TRIES TO ADDRESS THE
ISSUE OF HOW TO STRUCTURE MULTIMEDIA
INSTRUCTIONAL PRACTICES AND EMPLOY MORE
EFFECTIVE COGNITIVE STRATEGIES TO HELP PEOPLE
LEARN EFFICIENTLY.

3. The Cognitive Theory of Multimedia Learning
3
THE ARGUMENT IS THAT MULTIMEDIA SUPPORTS THE
WAY THAT THE HUMAN BRAIN LEARNS.
PEOPLE LEARN MORE DEEPLY FROM WORDS AND
PICTURES THAN FROM WORDS ALONE. THIS IS REFERRED
TO AS THE MULTIMEDIA PRINCIPLE (MAYER 2005A).

4. The Cognitive Theory of Multimedia Learning is based on 3
assumptions
4
The dual-channel assumption is that working memory has auditory and visual
channels (Pavio, 1971)
The limited capacity assumption is based on cognitive load theory and states that
each subsystem of working memory has a limited capacity.
The active processing assumption suggests
that people construct knowledge in
meaningful ways when they
(a) pay attention to the relevant material,
(b) organize it into a coherent mental structure, and
(c) integrate it with their prior knowledge

5. Source- https://blogs.oregonstate.edu/inspire/tag/cognitive-theory-of-multimedia-learning/

6. Learning
Graphics
Words
The Multimedia Principle
• Use words and graphics
rather than words alone
• Text means either spoken or
written form
• Graphics must be explanative,
not decorative
• Why?
• Relevant graphics promote
active learning
• i.e. Learners make
connections between the text
and the graphics
Attempt to use cognitive
research to combine words
and pictures in ways that
maximize learning
effectiveness.
Source- https://www.slideshare.net/ebloomsie/cognitive-theory-of-multimedia-learning

7. • Coherence Principle
• Signaling Principle
• Redundancy Principle
• Spatial Contiguity Principle
• Temporal Contiguity
Principle
• Segmenting Principle
12 practical principles
• Pre‐training Principle
• Modality Principle
• Multimedia Principle
• Personalization
Principle
• Voice Principle
• Image Principle

8. • Coherence Principle- States that all unnecessary information
in multimedia messages should be eliminated, such as sound,
images and words as they may. decrease the learning.
• Signaling Principle- Explains that people learn better when
cues that highlight the organization of the material are added.
• Redundancy principle- States that learners can learn better
just with animation and narration.
• Spatial Contiguity Principle- Students learn better when
corresponding words and pictures are presented near rather than
far from each other on the page or screen.

9. • Temporal contiguity- This occurs when two
stimuli are experienced close together in time and,
as a result an association may be formed.
• Segmenting principle- It states that “people learn
better when a multimedia message is presented in
user-paced segments rather than as a continuous
unit.
• Pre-Training Principle- This principle
encourages instructors to introduce key terms and
concepts before asking learners to engage with the
actual lesson material to reduce cognitive load.
• Modality principle- states that low‐experience
learners more successfully understand information
that uses narration rather than on‐screen text.

10. • Multimedia principle- It states that people tend learn better from words and
pictures than from words alone.
• Personalization principle- This is based on engaging the learner by the
way of delivering content in a conversational tone to bring increase to
learning experience.
• Voice principle- This explains that people learn more deeply when the
words in a multimedia message are spoken in a human voice rather than in a
machine voice.
• Image Principle- It explains that humans do not really learn better from a
talking head video.

11. Cognitive Load
11
Cognitive Load Theory was developed by John Sweller. He published a paper
on the subject in the journal Cognitive Science in 1988.
While in the past the theory has been applied primarily to technical areas, it is
now being applied to more language-based discursive areas.
This relates to the amount of information that working memory can hold at one
time.

12. The Triarchic model of Cognitive Load framework based on the
three types of cognitive load (Mayer 2009).
12
Essential processing (intrinsic
load) it relates to the essential
material or information to be
learned.
Extraneous processing
(extrinsic load) does not serve
the instructional goal or
purpose and reduces the
chances that transfer of
learning will occur.
Generative processing
(germane cognitive load) is
aimed at making sense of the
presented material. It is the
activity of organizing and
integrating information in
working memory

13. This is explaining is that we should stop spending time and
attention on unimportant tasks and activities and do the things that
are of importance first. Information and cognitive overload lead to
a loss of control over much of our professional and personal lives.

14. References
• Richard Mayer (2001). Multi-Media Learning. Cambridge University Press
• Clark, Ruth and Richard Mayer (2002). E-Learning and the Science of Instruction:
Proven Guidelines for Consumers and Designers of Multimedia Learning. Jossey-Bass
Pfeiffer
• Clark, Ruth and Chopeta Lyons (2004). Graphics for Learning: Proven Guidelines for
Planning, Designing and Evaluating Visuals in Training Materials. Jossey-Bass Pfeiffer
• Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction : Proven
guidelines for consumers and designers of multimedia learning. Retrieved from
http://ebookcentral.proquest.com
• Mayer, R. (2014). The Cambridge Handbook of Multimedia Learning, Second Edition.
New York City: Cambridge University Press.

15. THANK YOU.