This document discusses the cognitive theory of multimedia design and instructional messages. It explains that cognitive learning theory involves learners actively building mental representations to make sense of information based on past experiences. There are three types of active learning: extraneous overload which has too much unnecessary information, essential overload which has complex necessary information, and generative learning which involves processing, evaluating, and organizing information. The document also outlines three principles of active learning: limited capacity of 7 bits of information, active processing through integrating and relating new information, and dual learning channels of visual and auditory observations. Finally, it lists twelve principles of multimedia design and five types of knowledge that can be assessed through learning objectives.

1. Cognitive Theory of
Multimedia Design
Course: SMED 702 Cognitive Psychology in Science Mathematics Education
Instructor: Moustapha Diack, Ph.D.
Date: November 16, 2020
Name: Deadra James Mackie
1

2. Cognitive Learning Theory
When learners actively build mental
representations to make sense of
complex tasks and integrate information
based on passed experiences.
2

3. Instructional Messages Based On:
Evidenced-Based Theory
Evidence based on research based principles.
Theory Grounded Research
Focuses on how the human mind works
Outcome Focused Research
Targets improving learning outcomes
3

4. Three Types of Active Learning
Extraneous Overload
Slide may have too much unnecessary info
reducing available cognitive resources
Essential Overload
Complex information may take more time to
process, but is necessary.
Generative learning
Processing, evaluating, organizing and
integrating information
4

5. Explanation of Cognitive Load
Reduction of Cognitive Processing
Please see video:
https://youtu.be/IkH0EGYqWO0
Intrinsic (Essential) Load
Extraneous Load
Generative (Germane) Load
5

6. Three Principles of Active Learning
Limited Capacity- Individuals process an average
of 7 bits of information
Active Processing- Learners transfer and engage
information by integrating, organizing and
relating information to prior knowledge.
Dual Learning Channels- Verbal (auditory) and
visual (sight) observations
6

7. 7

8. 8

9. Twelve Principles of Multimedia
Coherence Principle
Signaling Principle
Redundancy Principle
Spatial Contiguity
Temporal Contiguity
Segmentation Principle
9

10. Twelve Principles of Multimedia (con’t)
Pre-training Principle
Modality Principle
Multimedia Principle
Personalization Principle
Voice Principle
Image Principle
10

11. Assessment of Five Types of Knowledge
Correlated to Learning Objectives
Facts
Concepts
Procedures
Strategies
Beliefs
11

12. References
 Culatta, R. (n.d.). Cognitive load theory: Instructional design.
Retrieved from http://www.instructionaldesign.org/index.html
 Debell, Andrew, How to use 12 Principles of Multimedia
 Nickson, Chris, 2020 Life in the Fast Lane (Cognitive Theory
of Multimedia Learning
 Three Minute Ed Theory: video#3
https://youtu.be/IkH0EGYqWO0
12