Cognitive Theory of
Multimedia Learning
Krista Greear
Assistant Director
Disability Resources for Students
[email protected]
Backstory
> Been in industry since 2007
> Working on Masters since 2014
Agenda
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Theory
Reaction
Analysis
So what?
Cognitive Theory of Multimedia
Learning
> Hypothesis: learning by pictures and
words is better than words alone
> How to maximize learning when using
pictures and words
Words
> Printed text
> Spoken text
Pictures
Cognitive Theory of Multimedia
Learning
Cognitive Theory of Multimedia
Learning
Why So Interesting?
> Convert textbooks and documents into
accessible formats
> Convert videos into accessible formats
> Work with websites as needed
All I do is work with
multimedia!
(1) Dual-channel
> a channel for processing
visual/pictorial (pictures)
> a separate channel for processing
auditory/verbal (words)…
– Baddeley’s theory of working memory
– Paivio’s dual coding theory
(2) Limited capacity
> …each channel has a limited capacity
and…
– Sweller’s cognitive load theory
(3) Active-processing
> …active learning occurs when learner
engages in cognitive processing
(Moreno & Mayer, 2002).
– Cognitive theory
What’s the Problem?
(1) Dual-channel
> a channel for processing
visual/pictorial (pictures)
> a separate channel for processing
auditory/verbal (words)…
Concerns
> Assumes that both channels work
similarly across all humans
– Blind? Deaf? Auditory processing disorders?
Deaf-Blind? Traumatic brain injuries?
Learning disabilities?
> What about tactile? Where’s that
“channel”?
(2) Limited capacity
> …each channel has a limited capacity
and…
Likes
> Emphasizes cognitive load theory
Concerns
> Does not account for differences in
capacity in two channels
– Blind humans often listen to content 2-3
times faster than non-blind humans
(3) Active-processing
> …active learning occurs when learner
engages in cognitive processing
(Moreno & Mayer, 2002).
General Concerns
> Neuroplasticity
General Concerns
> Individual differences
– Although human brains all share the same basic
recognition architecture and recognize things in roughly the
same way, our recognition networks come in many shapes,
sizes, and patterns. In anatomy, connectivity, physiology,
and chemistry, each of us has a brain that is slightly
different from everyone else’s. (Rose & Meyer, 2002, p. 17).
“Evidence-based”
Principles of CTML
Coherence Principle
> Use simpler visuals to promote
understanding
> Avoid irrelevant graphics, stories, and
lengthy text
> Avoid irrelevant videos, animations, music,
stories, and lengthy narrations
Contiguity Principle
> Integrate text nearby the graphic on the
screen
> Avoid covering or separating information
that must be integrated for learning
> Allow learners to play an animation before or
after reviewing a text description
Segmentation Principle
> Break content down into small topic chunks
that can be accessed at the learner’s
preferred rate (using a continue or next
button)
> Use a continue and replay button on
animations that are segmented into short
logical stopping points
Multimedia Principle
> Use relevant graphics and text to
communicate content
> Use explanatory visuals that show
relationships among content topics to build
deeper understanding
Redundancy Principle
> Do not present words as both onscreen text
and narration when there are graphics on the
screen
Implications
Universal Design for Learning
> accommodate the widest spectrum of users
without individual adaptation or specialized
design (Rose & Meyer, 2002)
> addressing the divergent needs of special
populations increase[s] usability for
everyone (p. 71)
Intellectual Crisis
> CTML (theory) vs UDL (framework)
> Instructional Design vs Disability Services
> Research vs reality
Need Cross Collaboration