702 Presentation- The Cognitive Theory of Multimedia

1. The Cognitive Theory of Multimedia
WILLISA J. GAUT, M.S.
SMED 702- COGNITIVE PSYCHOLOGY IN SMED
DR. M. DIACK
NOVEMBER 16, 2020

2. What is The Cognitive Theory of Multimedia?
 Originated by Richard Mayer
 Was created based on a combination of the Information Processing
Theory and the Cognitive Load Theory
 Defines the processes that take place in the learner’s mind during
meaningful multimedia instruction
 Suggest an instructional design that facilitates multimedia learning while
avoiding cognitive overload

3. 3 Assumptions Associated with
The Cognitive Theory of Multimedia
Dual-Channel
Humans possess separate
processing channels for verbal and
visual material.
Limited Capacity
There is only a limited amount of
processing capacity available in
any channel.
Active Learning
Learners engage actively by
1. Attending to relevant
information
2. Organizing processed info
into mental representations
3. Integrating mental
representations with prior
knowledge

4. Mayer’s 12 Principles of Multimedia
1. Coherence Principal
2. Signaling Principal
3. Redundancy Principal
4. Spatial Contiguity Principal
5. Temporal Contiguity Principal
6. Segmenting Principal
7. Multimedia Principal
8. Modality Principal
9. Pre-Training Principal
10. Personalization Principal
11. Voice Principal
12. Image Principal

5. Cognitive Load Theory
 Suggests that learning happens
best under conditions that are
aligned with human cognitive
architecture
 Based on the “chunking” technique
 Allows for large amounts of
information to be retained
 Expert VS Novice
 The goal of instruction designed
using the CLT model is to help the
novice develop the ability to
“chunk” or formulate schemas

6. 3 Types of Cognitive Processing
Intrinsic Cognitive
Load
The inherent difficulty of a task or
problem that CANNOT be altered.
Extraneous
Cognitive Load
Extra load derived from irrelevant
information that requires extra
mental processing but does NOT
better help the student understand
the content. CAN be altered.
Germane Cognitive
Load
Once the ECL is eliminated,
important information is arranged
and enhanced in preparation for
“chunking.”

8. How To: Reduce Cognitive Load
 Provide coherent verbal information
 Pictorial information
 Guiding learners to select relevant
words and images
 Place words close to graphics
 Remove non-essential information
 “Chunk” info to allow a student-
controlled learning pace

9. Benefits of Multimedia Learning
 Deeper understanding
 Improved problem solving
 Increased positive emotion
 Access to endless information
 Addresses multiple learning styles
 Engages multiple senses
 Uses multiple media elements to
reinforce one idea
 Enables student-controlled
learning experience
 Improves retention

10. References
 https://kaneb.nd.edu/assets/155013/mayer_cogtheory_multimedialearning.pdf
 https://www.nuiteq.com/company/blog/5-benefits-of-multimedia-learning
 https://litfl.com/cognitive-theory-of-multimedia-learning/
 https://www.psychologistworld.com/memory/cognitive-load-theory
 https://ctl.wiley.com/cognitive-load-theory-structuring-learning-materials-for-
maximum-retention/
 https://elearningindustry.com/5-ways-to-reduce-cognitive-load-in-elearning
 https://faculty.washington.edu/farkas/WDFR/MayerMoreno9WaysToReduceCognitiveLo
ad.pdf
 https://khsbpp.files.wordpress.com/2018/11/cognitive_load_theory_practice_guide_aa.pd
f
 https://www.edutopia.org/blog/digital-spaces-12-best-practices-michelle-manno
 https://waterbearlearning.com/mayers-principles-multimedia-learning/