This document discusses multimedia learning and Richard Mayer's cognitive theory of multimedia learning. The cognitive theory of multimedia learning posits that students retain more information when exposed to various media during learning. There are three main assumptions: that people process visual and verbal information through separate channels with limited capacity, and that meaningful learning occurs when relevant information is selected, organized, and integrated with prior knowledge. The document also discusses cognitive load theory and 12 guidelines for designing effective multimedia learning activities that reduce cognitive overload.

1. Multimedia In
eLEARNING
Karina Kachur

2. What is Multimedia learning?
Multimedia can be defined as:
“a technique for expressing ideas in which
several media are employed”
In regards to education specifically, Mayer
(2009) defines multimedia instruction as:
“Instruction containing words and graphics
that is intended to foster learning”

3. Cognitive Theory of Multimedia Learning
Foundational knowledge about Multimedia learning was forged through Mayer’s Cognitive
Theory of Multimedia learning.
In this theory Mayer theorized that students retained more information if they were
subjected to various forms of media during their learning.
There are three major assumptions to the cognitive theory of multimedia learning:
Limited
Capacity
Assumption
Active
Processing
Assumption
Dual Channel
Assumption

4. 3 Major Assumptions
Dual Channel Assumption - separate channels to process visual and verbal
information
Limited Capacity Assumption - can process only a limited amount of information
in one channel at one time
Active Processing Assumption - meaningful learning only happens when relevant
material can be selected, organized, and integrated with relevant prior knowledge.

5. 3 forms of memory for information processing
This flow diagram created by Mayer depicts how multimedia information is
received by learners and integrated into meaningful information using 3 forms of
memory for information processing.

6. Cognitive Load Theory
Cognitive Load can be summarized as the amount of cognitive processing one
can do while learning.
Mayer and Moreno (2003) repeatedly found that a learner’s cognitive load was a
limiting factor in their ability to process information.
When information was presented in a multimedia fashion that was unconscious of
cognitive load, the learners would face cognitive overload and not retain as much
meaningful information.
Too much or divided stimulus reduced information retention

7. 12 Guidelines for Multimedia learning
In order to reduce the chance of cognitive overload one should try to follow these
12 guidelines when designing multimedia learning activities.
Coherence
Principle
Signaling
Principle
Redundancy
Principle
Spacial
Contiguity
Principle
Temporal
Contiguity
Principle
Segmenting
Principle
Pre-Training
Principle
Modality
Principle
Multimedia
Principle
Personalization
Principle
Voice
Principle
Image
Principle

8. Conclusions
Using varying formats of communication can be helpful to impart information to
classes filled with students who all learn in various ways.
It is important to remember that too much information, presented in too many
ways, can overwhelm students and reduce their learning abilities.
Be mindful of the 12 guidelines of multimedia learning.

9. The End

10. References
Manno, M. (2015). Digital Spaces: 12 Best Practices for Multimedia Learning. Edutopia,
George Lucas Educational Foundation. ULR: https://www.edutopia.org/blog/digital-spaces-
12-best-practices-michelle-manno
Mayer, R. E.; Moreno, R. (2003). Nine ways to Reduce Cognitive Load in Multimedia Learning.
Educational Psychologist, 38 (1), 43-52.
Mayer, R. E. (2009). Multimedia learning (2nd ed). New York: Cambridge University
Press.
Mayer, R. E. (2014). Research-Based Principles for Designing Multimedia Instruction.
University of California. Santa Barbara, CA.