1. The cognitive theory of multimedia learning
Based on the work of Richard E. Mayer

2. The cognitive theory of multimedia learning
The principle known as the “multimedia principle” states that “people learn more deeply from words and pictures than from words alone”
Based on three main assumptions:
There are two separate channels (auditory and visual) for processing information- (dual coding theory)
There is limited channel capacity- (cognitive load theory)
Learning is an active process of filtering, selecting, organizing, and integrating information- (SOI model of meaningful learning)
Two kinds of active learning
Behaviorally active and cognitive active
The principle known as the “multimedia principle” states that “people learn more deeply from words and pictures than from words alone” (Mayer, p. 47).  However, simply adding words to pictures is not an effective way to achieve multimedia learning.  The goal is to instructional media in the light of how human mind works.  This is the basis for Mayer’s cognitive theory of multimedia learning. 
Mayer’s cognitive theory of multimedia learning is based on three core assumptions:
1. Dual Channel Assumption: Humans posses separate information processing channels for visually represented material and auditorily represented material. Information processing occurs in three general stages. Information enters our information processing system via either the visual or auditory processing channel. This is the input stage. The information is then processed separately but concurrently in working memory. Working memory can be thought of as RAM, where relevant sounds and pictures are selected and organized. Eventually the information from both channels are integrated and connected to other information already held in long term memory.
2. Limited Capacity Assumption: Humans are limited in the amount of information that can be processed in each channel at one time. People who are listening to any presentation can only hold a few images and a few sounds in working memory at one time. This has been researched extensively in the field of psychology and is often referred to as cognitive load theory. Although there is some individual variability, memory span tests have shown that average memory span is pretty small, from 5 to 7 “chunks” of information. Because of our severely limited cognitive processing capability, we are always making decisions about the allocation of our processing resources.
3. Active Processing Assumption: Humans actively engage in cognitive processing to construct coherent mental representations of their experiences. We are not like tape recorders. We don’t passively collect information. We are constantly selecting, organizing and integrating information with past knowledge. Active learning occurs when we apply cognitive processes to the incoming material. The result of this processing is the creation of a mental model of the information presented. The three processes that are essential for active learning are: selecting relevant material, organizing the selected material and then integrating that material into existing knowledge structures. These processes take place within our fairly limited working memory.

3. The cognitive theory of multimedia learning
From Richard Mayer:
SOI model of learning to highlight three cognitive processes learning.
SOI model is the theory of learning that can be used to generate instructional implications.
In this process the learner uses the information coming from the environment and the prior knowledge from the long term memory in order to construct new knowledge and make sense of the information.
a. Selecting – selecting pictures and words for future processing 
b. Organizing – building situational mental models (conceptual understanding) in working memory, explains relations with new images and words (texts) 
c. Integrating – connecting to prior knowledge in long-term memory (encoding)

4. Instructional methods of the SOI model
Selecting
Use formatting that highlights key points in text using
Headings
Italics
Boldface
Bullets
Icons
Underline etc.
Provide summaries or marginal text as a guide to learning
Eliminate irrelevant material even if it is interesting
Organizing
Structure the text
Comparison/contrast
Classification
Generalization structure
Cause-effect
Outlines
Pointer words
Graphic representations
Integrating
Use advanced organizers
Illustrations with captions
Animation with narration
Worked out examples
Elaborative questions
Select relevant information
Organize information for the learner
Integrate information

5. A Review: Basic Principles of Multimedia Learning
Thanks to Dr. An

6. Basic Principles of Multimedia Learning
2. Modality
3. Redundancy
4. Continguity
5. Coherence
6. Signaling 7. Personalization 8. Voice 9. Segmenting 10. Pretraining
Learning objectives

7. What is multimedia? Term Definition Multimedia
Presenting words (such as printed text or spoken text) and pictures (such as illustrations, photos, animation, or video)
Multimedia Learning
Building mental representations from words and pictures
Multimedia instruction
Presenting words and pictures that are intended to promote learning
Multimedia learning occurs when people build mental representations from words and pictures.
As you can see in this definition, Multimedia refers to presentation of words and pictures, whereas learning refers to learner’s construction of knowledge.

8. 1. The Multimedia Principle
As we already covered, people learn better from words and pictures than from words alone.
Words
Pictures
Static Graphics
Dynamic Graphics
Printed text
Spoken text
Illustrations
Graphics
Diagrams
Photos
Video
Animation

9. 2. The Modality Principle
Visual & Auditory channels
Multimedia
Memory Systems
Sensory Memory
Working Memory
Pictures
Visual Processing
Overloaded
Printed Words
Auditory
Processing
Unused

10. 2. The Modality Principle
Visual & Auditory channels
Multimedia
Memory Systems
Sensory Memory
Working Memory
Pictures
Visual Processing
Spoken
Words
Auditory
Processing

11. 2. The Modality Principle
Presenting information in a mixed mode (partly visual and partly auditory) is more effective than presenting the same information in a single mode (either visual or auditory alone).
Pictures + Narration
Pictures +
On-screen text

12. 3. The Redundancy Principle
Animation + Narration
Animation + Narration +
On-screen text (redundant)

13. 3. The Redundancy Principle
People learn more deeply from graphics and narration than from graphics, narration, and on- screen text.
Animation + Narration
Animation + Narration +
On-screen text (redundant)

14. 3. The Redundancy Principle
Consider adding on-screen text to narration when:
There is no pictorial presentation;
There is ample opportunity to process the pictorial presentation;
The learner must exert much greater cognitive effort to comprehend spoken text than printed text.

15. 4. The Contiguity Principle
The Spatial Contiguity Principle: People learn more deeply from a multimedia message when corresponding words and pictures are presented near rather than far from each other on the page or screen.

16. 4. The Contiguity Principle
The Temporal Contiguity Principle: People learn more deeply from a multimedia message when corresponding animation and narration are presented simultaneously rather than successively.
Click Here to See an Animation
Click Here to Hear a Description

17. 5. The Coherence Principle
People learn more deeply from a multimedia message when extraneous material is excluded rather than included.
This picture wasn’t directly connected to the core message, so it was distracting and therefore, removed.

18. 6. The Signaling Principle
People learn more deeply from a multimedia message when cues are added that highlight the critical aspects of the presented information.

19. 6. The Signaling Principle

20. 7. The Personalization Principle
People learn more deeply when the words in a multimedia presentation are in conversational style rather than formal style.
Use you and I rather than relying solely on third- person constructions.
Make direct comments to the learner.

21. 7. The Personalization Principle
This program is about what type of plant survives on different planets. For each planet, a plant will be designed. The goal is to learn what type of roots, stem, and leaves allow plants to survive in each environment.

22. 7. The Personalization Principle
This program is about what type of plant survives on different planets. For each planet, a plant will be designed. The goal is to learn what type of roots, stem, and leaves allow plants to survive in each environment.
You are about to start on a journey where you will be visiting different planets. For each planet, you will need to design a plant. Your mission is to learn what type of roots, stem, and leaves will allow your plant to survive in each environment.

23. 7. The Personalization Principle
Pedagogical agents
Voki

24. 8. The Voice Principle
People learn more deeply when the words in a multimedia message are spoken in a standard- accented human voice rather than in a machine voice or foreign-accented human voice.

25. 9. The Segmenting Principle
People learn more deeply when a multimedia message is presented in learner-paced segments rather than as a continuous unit.

26. 9. The Segmenting Principle
Break a continuous lesson into bite-size segments.
Break a long animation into several short animations.
Present narrated animation in learner-controlled
segments rather than as a continuous unit.

27. 10. The Pretraining Principle
People learn more deeply from a multimedia message when they know the names and characteristics of the main concepts.

28. References
Mayer, R. (2005) The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
Clark, R. C., & Mayer, R. E. (2008). e- Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco, CA: Pfeiffer.

29. Questions or Comments?