The Cognitive Theory of Multimedia Learning (CTML) is based on three core assumptions: (1) humans process visual and auditory information through separate channels, (2) each channel has limited capacity, and (3) learning requires active cognitive processing. CTML outlines 12 principles for effective multimedia instruction, including the coherence, signaling, redundancy, spatial/temporal contiguity, segmenting, pre-training, modality, multimedia, personalization, voice, and image principles. When these principles are violated, it can result in cognitive overload and decreased learning.

1. Cognitive theory of
Multimedia Learning
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2. The Cognitve
Theory of
Multimedia
Learning
- Meaningful
connections between
words and pictures
According to Mayer and Moreno
(1998) and Mayer (2003), CTML is
based on three assumptions:
1. The dual-channel assumption
2. The limited capacity
assumption
3. The active processing
assumption

3. • https://www.scss.tcd.ie/Nina.Bresnihan/teaching/cs7066/CS706604.pdf

5. 12 Multimedia Instructional Principles
• Coherence Principle
• Signaling Principle
• Redundancy Principle
• Spatial Contiguity Principle
• Temporal Contiguity Principle
• Segmenting Principle
• Pre‐training Principle
• Modality Principle
• Multimedia Principle
• Personalization Principle
• Voice Principle
• Image Principle

6. Coherence Principle :
Extraneous material is excluded rather than included.
12 Multimedia Instructional Principles
The Pythagorean theorem has attracted interest
outside mathematics as a symbol of mathematical
abstruseness, mystique, or intellectual power; popular
references in literature, plays, musicals, songs,
stamps and cartoons abound. The sum of the areas of
the two squares on the legs (a and b) equals the area
of the square on the hypotenuse (c). If c denotes
the length of the hypotenuse and a and b denote the
lengths of the other two sides, the Pythagorean
theorem can be expressed as the Pythagorean
equation:
Pythagorean Theorem :
The sum of the areas of the
two squares on the legs
(a and b) equals the area of
the square on the
hypotenuse (c).

7. Signaling Principle –
People learn better when
cues that highlight the
organization of the essential
material are added.
The longest side is called
HYPOTENUSE

8. Redundancy Principle:
Graphics and narration than from graphics, narration,
and printed text.
Modality Principle :
Graphics and narration than from graphics and printed
text.
Personalization Principle
Multimedia presentation in conversational style rather
than in formal style

9. Words and pictures are placed
near each other
-Spatial Contiguity Principle
Words and pictures are
presented at the same time
-Temporal Contiguity Principle
Words and pictures than from
words alone
- Multimedia Principle
2 Dimensional Shapes
Diamond
Triangle
Circle
Rectangle Oval

10. Segmenting Principal –
People learn better when a
multimedia lesson is presented
in user-paced segments rather
than as a continuous unit.
12 multimedia principals
narration
by
Joshua JohnPaul
57:00 mins
12 multimedia principals
narration
by
Joshua JohnPaul

11. Pre-training Principle
Pre-training in the names and characteristics of key
components.
Voice Principle
Human Voice than Computer Voice
Image Principle
People do not necessarily learn more deeply from a
multimedia presentation when the speaker’s image is
on the screen rather than not on the screen.
Hypotenuse c
leg a
leg b
Right Triangle
A
B C

12. Cognitive Overload
–
More Errors

13. References :
• https://www.scss.tcd.ie/Nina.Bresnihan/teaching/cs7066/CS706604.pdf
• www.scss.tcd.ie
• https://en.wikipedia.org/wiki/Pythagorean_theorem
• www.mathwarehouse.com/gifs
• https://www.researchgate.net/figure/Effects-of-cognitive-overload_fig1_262147339