The document discusses the Cognitive Theory of Multimedia Learning (CTML). It provides an overview of CTML and lists some of its major researchers like Richard Mayer and Roxana Moreno. It also mentions some significant studies conducted within the CTML framework and lists basic principles of CTML such as split-attention and modality effects as well as more advanced principles involving things like guided discovery, worked examples, and prior knowledge.

1. Cognitive Theory of Multimedia LearningCitM Productions

2. What is Multimedia Learning?

3. CTML: Overview

4. Cognitive Processes

5. Processing Pictures

6. Processing Spoken Words

7. Processing Printed Words

8. Richard MayerPh.D. in PsychologyUniversity of Michigan1973Professor of PsychologyUniversity of California at Santa BarbaraCognitive Theory of Multimedia LearningCTML Researchers: Mayer

9. Roxana MorenoPh.D. in PsychologyUniversity of California at Santa Barbara1999Associate Professor of Educational PsychologyUniversity of New MexicoCognitive theories in educational technologyCTML Researchers: Moreno

10. John SwellerPh.D. in PsychologyUniversity of Adelaide1972Emeritus Professor of EducationUniversity of New South WalesCognitive Load TheoryCTML Researchers: Sweller

11. Jan PlassPh.D. in Educational TechnologyErfurt University1994Associate Professor of Educational Communication and TechnologyNew York UniversityCognitive science, learning sciences, and designCTML Researchers: Plass

12. Wolfgang SchnotzPh.D. in EducationTechnische Universität Berlin1978Director of the Center for Multimedia, Head of Education Graduate SchoolUniversität Koblenz-LandauIntegrative model of text and picture comprehensionCTML Researchers: Schnotz

13. Mayer, R.E., & Anderson, R.B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology. 83, 484-490.Moreno, R. & Mayer, R.E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology. 92(1), 117-125.Significant Studies

14. Pass, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science. 32, 1-8.Plass, J.L., Chun, D.M., Mayer, R.E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology. 90, 25-36.Significant Studies

15. multimediasplit-attentionmodalityredundancysegmenting, pre-training, and modalitycoherence, signaling, spatial contiguity, and redundancypersonalization, voice, and imageBasic Principles

16. guided-discoveryworked-out examplecollaborationself-explanationanimation and interactivitynavigationsite mapprior knowledgecognitive agingAdvanced Principles

17. Sample #1multimediatemporal contiguityvoice

18. Sample #2multimediamodalitypre-trainingsegmentingcoherence, signalingtemporal contiguitysplit-attentionpersonalization, voice, imageredundancy

19. Sample #3coherencesignalingspatial contiguitysegmentingmultimedia

20. CTML