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

2.  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 cognitive theory of multimedia learning

3. 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) The cognitive theory of multimedia learning

4. 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 Chunking Outlines Headings Pointer words Graphic representations Integrating Use advanced organizers Illustrations with captions Animation with narration Worked out examples Elaborative questions Instructional methods of the SOI model

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

6. Basic Principles of Multimedia Learning 1. Multimedia 2. Modality 3. Redundancy 4. Continguity 5. Coherence 6. Signaling 7. Personalization 8. Voice 9. Segmenting 10. Pretraining

7. TermDefinition MultimediaPresenting words (such as printed text or spoken text) and pictures (such as illustrations, photos, animation, or video) Multimedia LearningBuilding mental representations from words and pictures (the learner constructs knowledge) Multimedia instructionPresenting words and pictures that are intended to promote learning What is multimedia?

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

9. 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 Pictures + On-screen text

10. 2. The Modality Principle  Visual & Auditory channels Memory SystemsMultimedia Pictures Sensory MemoryWorking Memory Visual Processing Auditory Processing Auditory Processing Printed Words Sometimes Overloaded Unused

11. 2. The Modality Principle  Visual & Auditory channels Memory SystemsMultimedia Pictures Sensory MemoryWorking Memory Visual Processing Auditory Processing Auditory Processing Spoken Words Spoken Words

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

13. 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.

14. 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.

15. 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 Hear a Description Click Here to See an Animation

16. 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.

17. 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.

18. 6. The Signaling Principle

19. 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.

20. 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.

21. 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 or passive-tense sentence constructions. Make direct comments to the learner.

22. 7. The Personalization Principle  Pedagogical agents  Voki

23. 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.

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

25. 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.

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

27. 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.

28. Questions or Comments?