4. Cognitive Theory of Multimedia
Learning
> Hypothesis: learning by pictures and
words is better than words alone
> How to maximize learning when using
pictures and words
9. Why So Interesting?
> Convert textbooks and documents into
accessible formats
> Convert videos into accessible formats
> Work with websites as needed
11. (1) Dual-channel
> a channel for processing
visual/pictorial (pictures)
> a separate channel for processing
auditory/verbal (words)…
– Baddeley’s theory of working memory
– Paivio’s dual coding theory
12. (2) Limited capacity
> …each channel has a limited capacity
and…
– Sweller’s cognitive load theory
13. (3) Active-processing
> …active learning occurs when learner
engages in cognitive processing
(Moreno & Mayer, 2002).
– Cognitive theory
15. (1) Dual-channel
> a channel for processing
visual/pictorial (pictures)
> a separate channel for processing
auditory/verbal (words)…
16. Concerns
> Assumes that both channels work
similarly across all humans
– Blind? Deaf? Auditory processing disorders?
Deaf-Blind? Traumatic brain injuries?
Learning disabilities?
> What about tactile? Where’s that
“channel”?
19. Concerns
> Does not account for differences in
capacity in two channels
– Blind humans often listen to content 2-3
times faster than non-blind humans
22. General Concerns
> Individual differences
– Although human brains all share the same basic
recognition architecture and recognize things in roughly the
same way, our recognition networks come in many shapes,
sizes, and patterns. In anatomy, connectivity, physiology,
and chemistry, each of us has a brain that is slightly
different from everyone else’s. (Rose & Meyer, 2002, p. 17).
24. Coherence Principle
> Use simpler visuals to promote
understanding
> Avoid irrelevant graphics, stories, and
lengthy text
> Avoid irrelevant videos, animations, music,
stories, and lengthy narrations
25. Contiguity Principle
> Integrate text nearby the graphic on the
screen
> Avoid covering or separating information
that must be integrated for learning
> Allow learners to play an animation before or
after reviewing a text description
26. Segmentation Principle
> Break content down into small topic chunks
that can be accessed at the learner’s
preferred rate (using a continue or next
button)
> Use a continue and replay button on
animations that are segmented into short
logical stopping points
27. Multimedia Principle
> Use relevant graphics and text to
communicate content
> Use explanatory visuals that show
relationships among content topics to build
deeper understanding
28. Redundancy Principle
> Do not present words as both onscreen text
and narration when there are graphics on the
screen
30. Universal Design for Learning
> accommodate the widest spectrum of users
without individual adaptation or specialized
design (Rose & Meyer, 2002)
> addressing the divergent needs of special
populations increase[s] usability for
everyone (p. 71)
31. Intellectual Crisis
> CTML (theory) vs UDL (framework)
> Instructional Design vs Disability Services
> Research vs reality
Multimedia is presented; words and pictures.
Your senses take in this information through ears and eyes. It then chooses which words/pictures to move forward into working memory.
Throughout this, there is color differentiating that words are part of the auditory/verbal channel. Pictures are part of the visual/pictorial channel.
Selected words and images are processed in working memory. There seems to be this interplay where this information is processed and then it gets converted into long-term memory.
Krista
Baddeley’s (1986) theory of working memory and Paivio’s (1986; Clark and Paivio, 1991) dual coding theory.
limited capacity assumption is based on cognitive load theory (Sweller, 1988,1994) and states that each subsystem of working memory has a limited capacity.
active processing assumption which suggests that people construct knowledge in meaningful ways when they pay attention to the relevant material, organize it into a coherent mental structure, and integrate it with their prior knowledge (Mayer, 1996, 1999).
Baddeley’s (1986) theory of working memory and Paivio’s (1986; Clark and Paivio, 1991) dual coding theory.
limited capacity assumption is based on cognitive load theory (Sweller, 1988,1994) and states that each subsystem of working memory has a limited capacity.
Limitations as to how much information that the human brain can take. Even now, as I talk, you are both taking in the words, visuals and are grappling with it in your working memory, and organizing it in a way that it can be committed to long term memory. If I put too many words on the slide, little sticks. If I put too many pictures, it’s a lot of information to process. If I put lots of words and pictures, it’s no good. Overload information and processing demands.
Feels like both channels are equally weighted in CTML when in reality they may not be.
the ability of the brain to form and reorganize synaptic connections, especially in response to learning or experience or following injury.
Why do we try to make theories and recommendations that are general across everyone? What other options do we have?
Good. Direct connection to cognitive load theory
How is #1 applicable to BVI?
How does this work when a screen reader user interacts with ONE element in the digital environment at a time?
#3 Is the animation accessible to blind and/or deaf?
Again, not helpful if the information within the animation isn’t available
Are graphics really helpful? What about tactile graphics? Are tactile graphics still considered to be in the pictorial channel?
Umm… captioning anyone!?!?
Collision between Educational Technology and Accessibility
How does all of this fit
Feel like that because these ideas were perhaps created in an industry-specific vacuum, there is this intellectual tension.
Research that seems to exclude people with disabilities VS a framework that is not a theory that may not hold as much “weight” in academia curriculum
We, as an industry, need to not be separated or excluded from other industries. There needs to be more cross collaboration, cross discipline research.
Instructional design
Marketing
Neuroplasticity
User Experience