The document discusses the cognitive theory of multimedia learning. It states that according to this theory, people learn better from words and images than from words alone. The theory is based on the assumptions that people process visual and verbal information differently, have limited working memory capacity, and actively process information. Effective multimedia instruction follows principles such as coherence, redundancy, spatial contiguity, temporal contiguity, and modality to help learners select, organize and integrate information into long-term memory.

1. Cognitive Theory of Multimedia
Raed Mohammad P-PM 0334/12
Basheer Obidat P_PM 0152/12
Falih Shahri P_PM 094/12

2. What is MULTIMEDIA ?
• Recorded and played, displayed, or accessed by
information content processing devices, such as
computerized and electronic devices.

3. What is Cognitive Learning ?
Visual Auditory Touch

4. What is Multimedia Learning?
• The process of learning, usually in a classroom or
similarly structured environment, through the use of
multimedia presentations and teaching methods.
• Multimedia

5. Cognitive Theory of
Multimedia Learning
Cognitive
Learning
Multimedia
learning
Cognitive
Theory of
Multimedia

6. Cognitive Theory of Multimedia
• An advanced theory that describes learning
from words and images.
• Increasing Multimedia Design..
• Increases Learning for Learner..

7. With or Without MULT
VS
Traditional
Teacher

8. Characteristics
• Without Multimedia..
• Traditional type of instructions.
• Lacks the use of supplemental materials
• With Multimedia..
• Engages the senses of learners through.
• Learners can the materials

9. The Proof ?
• Better transfer occurs from animated/ pictures and
narrated/words than from words alone.
Verbal and Visual
Cognitive

10. With All Good Things in Life
Excess Can Lead to Failure

11. Are U Hungry ?

12. Too Much of the good things can
be bad
• Too much multimedia can cause learners
to drift away from the lesson.
• “ Multimedia Overloaded “

13. Example

14. • How can we make instruction
with multimedia work in our
class ?
• “Meaningful Learning”

15. Cognitive Theory
Richard E. Mayer is Professor of Psychology at the University of
California, where he has served since 1975. He received a Ph.D. in
Psychology from the University of Michigan in 1973, and served as a
Visiting Assistant Professor of Psychology at Indiana University from
1973 to 1975. His research interests are in educational and cognitive
psychology. His current research involves the intersection of cognition,
instruction, and technology with a special focus on multimedia learning
and computer-supported learning

16. the Cognitive Theory of
Multimedia Learning

17. the Cognitive Theory of
Multimedia Learning
● Dual Coding Theory. The first assumption is the unproven
but somewhat accepted theory that we process visual and
verbal information differently and in two separate channels.
Known as Paivio’s Dual Coding Theory, it states that we
process and internally represent visual information in a
different way than verbal information.

18. ● Limited Capacity. The second assumption
is that due to the capacity of working
memory, we can only process a limited
amount of information in each channel at
one time

19. ● Active Processing. The final assumption is
that in order to make something
meaningful, people actively process
information by paying attention and
organizing and integrating the information.

20. Cognitive Process
● Selecting words and Pictures
● Organizing Words and Pictures
● Integrating with prior knowledge into a long
term memory to form last learning.

22. • How can we make instruction
with multimedia work in our
class ?
• “Meaningful Learning”
• Multimedia Learning Theory.

25. Principles of Multimedia
Design

26. 1- Coherence principle
• People learn better when extraneous
words, pictures, and sounds are excluded
rather than included

27. 2-Redundancy principle
• People learn better from animation and
narration than from animation, narration,
and on on-screen text.

28. 3-Spatial contiguity principle
• People learn better when corresponding
words and pictures are presented near
rather than far from each other on the
page or screen.

29. 4-Temporal contiguity
principle
• People learn better when corresponding
words and pictures are presented
simultaneously rather than successively.

30. 5-Modality principle
• People learn better from animation and
narration than from animation and on-
screen text

31. • Thank You So much
• For your kind Attention