1. Multimedia Learning Theory Tommy Gober, MS LeTourneau University

2. Rich Mayer, PhD Professor of Psychology University of California – Santa Barbara Research science of learning Father of “Multimedia Learning Theory”

3. Multimedia Learning Theory No CD-ROMs, tape reels, or “technology” How we learn through various mediums …or “Multimodal Theory of Learning” How we learn through various channels (primarily auditory + visual)

4. Three Principles to Draw From NameDefinition Dual channels People have separate channels for processing verbal and visual material Limited capacity People can process only small amounts of material in each channel at any one time Active processing Meaningful learning occurs when learners engage in appropriate cognitive processing during learning (higher order, Blooms, etc)

5. Cognitive Theory

6. How Does Multimedia Learning Work? ProcessDescriptionLocation Selecting Paying attention to relevant words and pictures Transfer information from sensory memory to working memory Organizing Organizing selected words and pictures into coherent mental representations Manipulate information in working memory Integrating Connecting verbal and pictorial representations with each other and prior knowledge Transfer knowledge from long term memory to working memory

7. Measuring Learning Type of testGoal of testDefinitionExample Retention Remembering Recall or recognize the presented material Please write down all you remember about the device described in the lesson. Transfer Understanding Evaluate or use the material in a new situation How would improving the device you just learned about to make it more effective?

8. Three Kinds of Learning Outcomes Learning Outcomes Cognitive description Retention test score Transfer test score No learningNo knowledgePoor Rote learningFragmented knowledge GoodPoor Meaningful learning Integrated knowledge Good

9.  Extraneous Processing  Cognitive processing that does not support the objective of the lesson; poor instructional design (multitasking)  Essential Processing  Basic cognitive processing required to mentally represent the presented material; complex material  Generative Processing  Deep cognitive processing required to make sense of the material; motivated learners, effort Three Demands on Learners

10. Three Goals for Good Design  Reduce extraneous processing  Manage essential processing  Foster generative processing

11. Design Principles

12. Coherence Principle People learn better when extraneous words, pictures and sounds are excluded rather than included.

13. Signaling Principle People learn better when cues that highlight the organization of the essential material are added.

14. Redundancy Principle People learn better from graphics and narration than from graphics, narration and on-screen text.

15. 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.

16. Temporal Contiguity Principle People learn better when corresponding words and pictures are presented simultaneously rather than successively. Enough with the animations !

17. Segmenting Principle People learn better from a multimedia lesson is presented in user-paced segments rather than as a continuous unit.

18. Pre-training Principle People learn better from a multimedia lesson when they know the names and characteristics of the main concepts.

19. Modality Principle People learn better from graphics and narrations than from animation and on-screen text.

20. Multimedia Principle People learn better from words and pictures than from words alone.

21. Personalization Principle People learn better from multimedia lessons when words are in conversational style rather than formal style.

22. Voice Principle People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice.

23. Image Principle People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen.

24. Examples

27. Narration on each slide, reads caption verbatim.

31. References  12 Principles of Multimedia Learning. (n.d.). Retrieved January 1, 2015, from http://hartford.edu/academics/faculty/fcld/data/documentation/technolog y/presentation/powerpoint/12_principles_multimedia.pdf  Mayer, R. (2009). Multimedia learning (2nd ed.). Cambridge: Cambridge University Press.  Mayer, R., UC Santa Barbara. (2014, May 5). Retrieved January, 2015, from http://hilt.harvard.edu/event/richard-e-mayer-uc-santa-barbara  Medina, J. (2008). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Pear Press.  Pappas, C. (2014, February 5). Cognitive Load Theory and Instructional Design - eLearning Industry. Retrieved January 1, 2015, from http://elearningindustry.com/cognitive-load-theory-and-instructional- design  Reiser, R. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston: Pearson.