The cognitive theory of multimedia learning
Based on the work of
Richard E. Mayer
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 cognitive theory of multimedia learning
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)
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
Headings
Pointer words
Graphic
representations
Integrating
• Use advanced
organizers
• Illustrations with
captions
• Animation with
narration
• Worked out
examples
• Elaborative
questions
A Review: Basic Principles of
Multimedia Learning
Thanks to Dr. An
Basic Principles of Multimedia Learning
1. Multimedia
6. Signaling
2. Modality
7. Personalization
3. Redundancy
8. Voice
4. Continguity
9. Segmenting
5. Coherence
10. Pretraining
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
1. The Multimedia Principle

As we already covered, people learn better from
words and pictures than from words alone.
Pictures
Words
Printed text
Spoken text
Static Graphics
Dynamic Graphics
Illustrations
Graphics
Diagrams
Photos
Video
Animation
2. The Modality Principle

Visual & Auditory channels
Multimedia
Memory Systems
Sensory Memory
Working Memory
Pictures
Visual Overloaded
Processing
Printed
Words
Auditory
Unused
Processing
2. The Modality Principle

Visual & Auditory channels
Multimedia
Memory Systems
Sensory Memory
Working Memory
Pictures
Visual
Processing
Spoken
Words
Auditory
Processing
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
3. The Redundancy Principle
Animation
+
Narration
Animation
+
Narration
+
On-screen text
(redundant)
3. The Redundancy Principle
Animation
+
Narration

Animation
+
Narration
+
On-screen text
(redundant)
People learn more deeply from graphics and
narration than from graphics, narration, and onscreen text.
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.
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.
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
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.
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.
6. The Signaling Principle
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 thirdperson constructions.
Make direct comments to the learner.
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.
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.
7. The Personalization Principle

Pedagogical agents

Voki
8. The Voice Principle

People learn more deeply
when the words in a
multimedia message are
spoken in a standardaccented human voice
rather than in a machine
voice or foreign-accented
human voice.
9. The Segmenting Principle

People learn more deeply when a multimedia
message is presented in learner-paced segments
rather than as a continuous unit.
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.
10. The Pretraining Principle

People learn more deeply from a multimedia message
when they know the names and characteristics of the
main concepts.
References

Mayer, R. (2005) The Cambridge Handbook
of Multimedia Learning. New York:
Cambridge University Press.

Clark, R. C., & Mayer, R. E. (2008). eLearning and the Science of Instruction:
Proven Guidelines for Consumers and
Designers of Multimedia Learning. San
Francisco, CA: Pfeiffer.
Questions or Comments?