The document discusses cognitive theory of multimedia learning, multimedia principles, and cognitive load. It explains that cognitive theory of multimedia learning seeks to explain how people learn from multimedia instruction based on cognitive processes. It outlines 12 multimedia principles for effective multimedia instruction based on cognitive theory. These principles include the coherence, signaling, redundancy, spatial and temporal contiguity, segmenting, pre-training, modality, voice, personalization, and multimedia principles. The document also discusses the three main assumptions of cognitive load theory, the five types of cognitive processes involved in multimedia learning, and the three types of cognitive load.

1. Cognitive Theory of Multimedia,
Multimedia Principles, &
Cognitive Load
Eva V. Adolfo
Student - SMED 702
1
Dr. Mustapha Diack
Professor - SMED 702

2. Cognitive Theory of Multimedia Learning
Seeks to explain the processes that take place in
the minds of learners during meaningful learning
from multimedia instructions.
Eva V. Adolfo - SMED 702 2

3. Most instructions are based on words.
– Dr. Richard E. Mayer
Eva V. Adolfo - SMED 702
What happens if we add
graphics?
– Dr. Richard E. Mayer
3
Source: Designing Multimedia Instruction to Maximize Learning -
Dr. Richard E. Mayer Lecture

4. Eva V. Adolfo - SMED 702
Multimedia Principles
People learn better from words
and pictures
than from
words alone.
– Dr. Richard E. Mayer
4

5. Eva V. Adolfo - SMED 702 5
Source: University of Kentucky College of Arts & Sciences. (2017)

6. Eva V. Adolfo - SMED 702 6
The Philippine Tarsier is one of the smallest primates in the
world, standing at about 8.5 to 16 centimeters in size (imagine
the hand of a five year-old), with a hairless tail that is double the
length of the rest of the body. They are extremely lightweight,
weighing between 80 and 165 grams. The tarsier is also
unusual in having especially long ankle bones (tarsals, hence
the name tarsier), a short body, and a round head that can be
rotated 180°. The face is short, with large, membranous ears
that are almost constantly in motion. The fur is thick, silky, and
colored gray to dark brown.
Source: http://tolweb.org/

7. Eva V. Adolfo - SMED 702 7
In your own words and
understanding of the text, describe
the Philippine Tarsier.

8. Eva V. Adolfo - SMED 702 8
TEXT and NARRATION

9. Eva V. Adolfo - SMED 702 9
The Philippine Tarsier is one of the smallest primates in the
world, standing at about 8.5 to 16 centimeters in size (imagine
the hand of a five year-old), with a hairless tail that is double the
length of the rest of the body. They are extremely lightweight,
weighing between 80 and 165 grams. The tarsier is also
unusual in having especially long ankle bones (tarsals, hence
the name tarsier), a short body, and a round head that can be
rotated 180°. The face is short, with large, membranous ears
that are almost constantly in motion. The fur is thick, silky, and
colored gray to dark brown.
Source: http://tolweb.org/

10. Eva V. Adolfo - SMED 702 10
Did the TEXT and NARRATION help
you understand about the tarsier
better?

11. Eva V. Adolfo - SMED 702 11
Text and Graphics

12. Eva V. Adolfo - SMED 702 12
The Philippine Tarsier is one of the smallest
primates in the world, standing at about 8.5 to
16 centimeters in size (imagine the hand of a
five year-old), with a hairless tail that is double
the length of the rest of the body. They are
extremely lightweight, weighing between 80
and 165 grams. The tarsier is also unusual in
having especially long ankle bones (tarsals,
hence the name tarsier), a short body, and a
round head that can be rotated 180°. The face
is short, with large, membranous ears that are
almost constantly in motion. The fur is thick,
silky, and colored gray to dark brown.
Source: http://tolweb.org/

13. Eva V. Adolfo - SMED 702 13
Source: University of Kentucky College of Arts & Sciences. (2017)

14. Eva V. Adolfo - SMED 702
Cognitive Theory of Multimedia
Three Main Assumptions
14
• DUAL-CODING THEORY
DUAL CHANNELS
• COGNITIVE LOAD THEORY
• WORKING MEMORY THEORY
LIMITED CAPACITY
• GENERATIVE LEARNING THEORY
ACTIVE PROCESSING

15. Twelve (12) Multimedia Principles
Eva V. Adolfo - SMED 702
1. Coherence Principle
People learn better when extraneous material is excluded rather than
included.
2. Signaling Principle
People learn better when cues that highlight the organization of the
essential material are added.
3. Redundancy Principle
People learn better from graphics and narration than from graphics,
narration, and printed text.
15

16. Twelve (12) Multimedia Principles
Eva V. Adolfo - SMED 702
4. Spatial Contiguity Principle
People learn better when corresponding words and pictures are placed near
each other rather than far from each other on the page or screen.
5. Temporal Contiguity Principle
People learn better when corresponding words and pictures are presented at
the same time rather than in succession.
6. Segmenting Principle
People learn better when a multimedia lesson is presented in user-paced
segments rather than as a continuous unit.
16

17. Twelve (12) Multimedia Principles
Eva V. Adolfo - SMED 702
7. Pre-training Principle
People learn more deeply from a multimedia message when they receive
pre-training in the names and characteristics of key components.
8. Modality Principle
People learn better from graphics and narration than from graphics and
printed text.
9. Voice Principle
People learn better when the words in a multimedia message are spoken by
a friendly human voice rather than a machine voice.
17

18. Twelve (12) Multimedia Principles
Eva V. Adolfo - SMED 702
10. Personalization Principle
People learn better from a multimedia presentation when the words are in
conversational style rather than in formal style.
11. Multimedia Principle
People learn better from words and pictures than from words alone.
12.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.
18

19. Eva V. Adolfo - SMED 702 19
Selecting
Words
Organizing
Words
Integrating
Verbal & Pictorial
Model
Organizing
Images
Selecting
Images
Five (5)
Types of
Cognitive
Processes

20. Eva V. Adolfo - SMED 702 20
Cognitive Load
Cognitive Load refers to the used
amount of working memory resources.
- John Sweller

21. Eva V. Adolfo - SMED 702 21
Cognitive Overload
The processing demands evoked by the
learning task may exceed the processing
capacity of the cognitive system.
- Mayer and Moreno (2003)

22. Eva V. Adolfo - SMED 702 22
Three (3) Types of
Cognitive Demands
1. Essential processing
2. Extraneous processing
3. Generative processing

23. Cognitive Theory of Multimedia,
Multimedia Principles, &
Cognitive Load
23Eva V. Adolfo - SMED 702

24. Eva V. Adolfo - SMED 702 24
Nickson, C. (2020, November 3). Cognitive Theory of Multimedia. Https://Litfl.Com/.
https://litfl.com/cognitive-theory-of-multimedia-learning/
Faught, L., & Healy, Z. (2008). Interview with the Tarsier. Http://Tolweb.Org/.
http://tolweb.org/treehouses/?treehouse_id=4894#:~:text=Characteristics,between%2080%20
and%20165%20grams.
University of Kentucky College of Arts & Sciences. (2017, October 13). Designing Multimedia Instruction to
Maximize Learning [Video]. Https://Www.Youtube.Com/Watch?V=p5i3f9E53Og&t=19s.
https://www.youtube.com/watch?v=p5i3f9E53Og&t=19s
References