Mayer's Cognitive Theory of Multimedia Learning

Cognitive Theory of

Multimedia Learning

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LEARNING OBJECTIVES

• Identify the concept of Cognitive Theory of Multimedia Learning.
• Analyze the multimedia learning principles.
• Evaluate the positive and negative examples of multimedia learning principles implementation.
• Explain the implication of the concepts in learning design.
• Connect previously learned concepts with new concepts you will learn.

Cognitive Theory of MUltimedia Learning

Learning Path

Introduction

Basic Concept

Quiz

Cognitive Principles

Cognitive Process

Multimedia Learning

MAYER'S 12 PRINCIPLES OF MULTIMEDIA LEARNING

Fostering Generative Processing

Managing Essential Processing

Reducing Extraneous Processing

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Multimedia Principle

Redundancy Principle

Personalization Principle

Segmenting Principle

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Coherence Principle

Spatial Contiguity Principle

Voice Principle

Pre-training Principle

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Signalling Principle

Temporal Contiguity Principle

Embodiment Principle

Modality Principle

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Great Job!!!!

How to apply the personalization principle:

• Use accessible, everyday language in your content.
• Consider the demographics of your target audience and tailor your language accordingly.

Personalization

Did you know...

The personalisation principle is another common sense one. Learning with multimedia works best when it’s personalised and focused on the user. For designers, this means speaking in the first person (I, you, we, our). Avoid formal language and instead use a conversational tone to engage learners. Imagine you are in the room speaking with students.

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How to apply the modality principle:

• Try to limit your use of text. Instead, rely on visuals, images and voice overs.
• During a narrated presentation with visuals, only use text to list steps or provide directions.

Modality

Did you know...

The modality principle says that students experience deeper learning from visuals and spoken words than text and visuals. This mean you have to ensure a balance, as too much text can overwhelm students. Designers should use visual and auditory channels based on the content and the learner’s preferences. Consider using animations or images to illustrate dynamic processes and narration to explain complex concepts.

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How to apply the multimedia principle:

• Use a mix of text and images.
• Incorporate visuals to illustrate key points in the media.
• Instead of using images for the sake of it, double-check that the visuals clarify meaning or enhance comprehension.

MULTIMEDIA

Did you know...

People learn best from a combination of words and pictures. Instructional designers should use words (text or narration) and visuals (images, animations, or videos) rather than only one channel. Presenting information in multiple formats helps learners process and integrate information more effectively.

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How to apply the pre-training principle:

• Develop an introductory module to explain key concepts before starting the main program.
• Consider preparing a cheat sheet of terms and definitions to accompany the course.
• Ensure students know how to use any tools needed to complete tasks within the course.

Pre-Training

Did you know...

People learn better when they already know the basics. Often, this means understanding definitions, terms or critical concepts before diving into the details. Instructional designers should give learners an overview of key concepts before presenting the main content. Pre-training activates prior knowledge and primes learners to understand better and retain new information.

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Cognitive Principles

Cognitive Principles

What do you think CTML is based on?

According to Mayer, CTML is based on human cognitive architecture, specifically these three principles:

Meaningful learning involves active cognitive processing, including selecting relevant material, organizing it into coherent structures, and integrating it with prior knowledge.

Each channel has a limited capacity for processing information at a time.

Humans process information through two separate channels; one for visual/pictorial information and another for auditory/verbal information.

Active Processing

Limited Capacity

Dual Channels

How to apply the voice principle:

• This one is simple. Narrate your own audio content or use a voiceover professional.
• If doing it yourself, ensure you have a high-quality microphone and use audio editing software.

Voice

Did you know...

This principle is straightforward. People learn better when real presenters rather than machines make voice overs. Although we are all used to Siri and Alexa, it seems we still prefer a friendly, human touch.

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How to apply the temporal contiguity principle:

• Ensure voiceovers are timed with visuals or animations.
• Place related text and pictures on the same screen.

Temporal Contiguity

Did you know...

This principle suggests that students learn best when words and pictures are presented at the same time rather than sequentially. Simultaneous presentation allows learners to process the information together and build meaningful connections. For example, students shouldn’t learn about a process and then watch an animation about it afterwards. Instead, designers should ensure the voiceover plays along with the animation.

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Cognitive Process

Cognitive Process

Now, do you know how our minds process multimedia information?

CTML specifies five cognitive process in Multimedia Learning:

• Selecting words: Relevant words are selected from the presented text or narration.
• Selecting images: Relevant images are selected from the presented graphics.
• Organizing words: The selected words are organized into a coherent verbal representation.
• Organizing images: The selected images are organized into a coherent pictorial representation.
• Integrating: The pictorial and verbal representations are integrated with prior knowledge.

How to apply the signalling principle:

• Emphasise key points with arrows, callouts, highlights or bold text.

Signalling

Did you know...

Learning is enhanced when cues are added to draw attention to vital information. Learning designers should make it easy for students by highlighting what’s important. Too much information on the screen confuses the learner, making it harder to work out the most critical elements.

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How to apply the segmenting principle:

• Organise content in manageable, coherent bite-sized chunks.
• Ensure no one lesson, module, or slide has too much information packed in.
• Allow users to control the pace of instruction with next buttons or speed controls.

Segmenting

Did you know...

Mayer found that better learning outcomes are achieved when information is segmented, and students have control over the pace. For developers, this means breaking down complex information into smaller, manageable chunks. Present the information in a step-by-step approach, allowing learners to process each segment independently and build understanding gradually.

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How to apply the coherence principle:

• Only include graphics, text or narratives if they are on point and support the learning goals.
• Avoid using unrelated background music.
• Use simple diagrams and infographics.

Coherence

Did you know...

Learning is more effective if unnecessary information is excluded rather than included. learning designers should ensure that words and visuals are closely aligned and complement each other. Do away with irrelevant information or fluff that might distract learners from the main message.

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How to apply the redundancy principle:

• Use either graphics or text to complement spoken presentations. Never use both at the same time.
• Minimise the use of on-screen text in narrated presentations. Instead, focus on images or graphics.

Redundancy

Did you know...

The redundancy principle suggests that we learn best from a combination of spoken words and graphics. Add on-screen text, and you risk overwhelming students. Therefore, designers should avoid presenting the same information in multiple formats simultaneously. Redundant information can create overload and gets in the way of learning.

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Basic Concept

Basic Concept

Do you recognize who is this?

He is Richard E. Mayer one of the most prominent researchers in the Multimedia Learning field. His contribution includes popularizing the Cognitive Theory of Multimedia Learning or CTML for short, a theory about how people learn from multimedia input.

Richard E. Mayer

How to apply the spatial contiguity principle:

• Keep text and visuals close to each other in the frame.
• Place any feedback next to the relevant questions or answers.
• Ensure directions are presented on the same screen as an activity.

Spatial Contiguity

Did you know...

Mayer says text and visuals should be presented close together on the screen to maximise learning. L&D professionals should align visuals and text, so learners can more easily understand the relationships between them. Avoid spatially separating text from related graphics or animations.

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How to apply the embodiment/image principle:

• Consider using talking head videos initially to develop connections and build trust only.
• After that, select relevant and meaningful images that align with the instructional content.

Embodiment/Image

Did you know...

Mayer points out that the research is still in its early stages. However, the image principle suggests people may not learn better from talking head videos. High-quality, complementary visuals can often be more effective than having a speaker’s image.

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Introduction

Introduction

Have you ever wondered how we learn from multimedia?

Experts have been researching the impact of media on learning since the rise of the computer era. Let's delve deeper into this theory called the Cognitive Theory of Multimedia Learning, I'm Cerebee your thinking buddy will guide you through this course!

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