Mayer's CTML

Mayer's

cognitive theory Of multimedia learning

Theory developed by Richard Mayer that learning is more effective when the information is delivered in a way that aligns how our brain processes visual and verbal inputs.

3 aspects for effective learning

Dual Channels

Limited processing Capacity

Learning is an Active Process

Principles

modality

Multimedia

Coherence

Personalization

pretraining

signaling

voice principle

redundancy

image principle

segmenting

temporal contiguity

spacial contiguity

Redundancy Principle

Presenting the same information in various formats is not always helpful. For example, when showing a video, it is better to use narration than subtitles. Combining audio, visuals and narrations all at once can be overwhelming for the learner and distract them from the main message.

Temporal Contiguity Principle

Words and pictures should be playing together rather than seperately or after eachother. If explaining a process, show relevant steps while narrating. Images should be timed to match the narration.

Pre-Training Principle

Learning is is more effective when people have some existing knowledge prior to the multimedia lesson. Instill a foundation by introducing basic concepts and vocabulary prior to introducing complexity.

Segmenting Principle

Ensure information is broken down into small and managable segments rather than continuously to help learners process information at their own pace. For example the use of "next" buttons on interactive slides can help reduce any cognitive load.

Multimedia Principle

People learn better from words and pictures together rather than words alone. Images should align with the learning message. Information is better processed and integrated this way.

Voice Principle

It's better to use a human voice than an AI voice in multimedia learning experiences. Human voices are more natural and easier to understand. To make the experience more personal, any narration should be recorded with a human voice rather than with an AI voice.

Image Principle

Having a speaker on the screen doesn't particularly encourage better comprehension. It's best to focus on the content rather than speaker image through relevant images.

Spacial Contiguity Principle

Learning is more effective when text is closely positioned to images. This facilitates learners in making the connection between the text and image intuitively and efficiently.

Personalization Principle

The personalization principle is based around the idea that it is better to use conversational style rather than formal or academic for the material. This makes the experience to be more relatable, comprehensible and engaging.

Coherence Principle

Only relevant content that support learning goals should be included to avoid cognitive overload. Background music, decorative images and lengthy explanations can all hinder learning. Multimedia presentations should be focused, clear and eliminate distractions.

Signaling Principle

Highlighting key information, especially in dense or complex material, guides learners by capturing their attention and aiding with comprehension. Use arrows, bold text, or stress or repeat specific points for emphasis. Cognitive load is reduced by making the structure and organization more clear.

Modality Principle

Learning is more efficient by graphics and narration than graphics and on screen text. Spoken words rather than text should explain visuals. Spoken words and visuals should be used as much as possible to encourage "modality offloading," which avoids overloading the visual channel alone and spreading the cognitive load across visual and verbal channels.

Limited Processing Capacity

Information is not simply received and learned. Mayer's theory supports the idea that we must work actively to interpret and process new information, form connections and construct mental representations.

Dual Channels

Mayer argues that learning is more efficient when words and images are combined rather than just providing words alone, that our brains process visual and auditory information is processed seperately.

Learning is an Active Process

Based on our existing knowledge, we must filter, select, organize information. The material should be relevant and work with prior knowledge in order to be processed in the working memory. Furthermore, using either text or narration with visuals is better than using all simultaneously.