Cognitive Theory of Multimedia Learning
Teaching and learning with multimedia
Cognitive theory of multimedia learning relates how multimedia is used to present information. Multimedia can mean a variety of things, including items as simple as textbooks and chalkboards. Theory of multimedia learning, also called the multimedia principle, states that people learn more deeply from words and pictures than from words alone. This theory is based on three assumptions:
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1. Dual Channels - Humans possess separate channels for processing visual and auditory information. The question here becomes, “How is the information processed?” Most agree on a verbal channel for spoken word, and a visual channel for images. There is a difference of opinion between those who believe that visual text is processed on the verbal channel (representation mode) or on the visual channel (sensory mode). Additionally, background sounds are categorized differently. Representation mode people will say that they are processed in the non-verbal channel while sensory mode people say it is processed in the auditory channel. This distinction is important because lessons should not be designed to have two sources of information using the same channel. Think of it as two people talking over each other. This is counter-productive to student learning and can cause extraneous cognitive load.
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2. Limited Capacity – Humans are limited in the amount of information that can be processed in each channel at one time. This seems similar to the working memory example mentioned earlier. Since people can only process so much information at one time, instructional designers must be cautious about the amount of material presented and the extent that they add “flair” to their content.
3. Active Processing – Humans engage in active learning by attending to relevant incoming information, organizing selected information into coherent mental representations, and integrating mental representations with other knowledge. Keys to successful active processing include; selecting, organizing and integrating. A quality multimedia message
must contain all three. Selecting refers to choosing relevant material (words, images, etc.), organizing is necessary for the learner to construct a coherent structure, and integrating allows the the other two to work together. For example, when describing how to build a shed, one may group the materials into categories (classification), and then follow up with instructions organized sequentially to allow the learner to complete the task. An understanding of prior knowledge is also helpful for active learning to work.
3. Active Processing – Humans engage in active learning by attending to relevant incoming information, organizing selected information into coherent mental representations, and integrating mental representations with other knowledge. Keys to successful active processing include; selecting, organizing and integrating. A quality multimedia message
must contain all three. Selecting refers to choosing relevant material (words, images, etc.), organizing is necessary for the learner to construct a coherent structure, and integrating allows the the other two to work together. For example, when describing how to build a shed, one may group the materials into categories (classification), and then follow up with instructions organized sequentially to allow the learner to complete the task. An understanding of prior knowledge is also helpful for active learning to work.
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Twelve minute video that discusses (CLT) and (CMLT).
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Cognitive Load and Multimedia Theories
By studying cognitive load theory (CLT) and cognitive theory of multimedia learning (CTML) it should be easy to see several parallels between the two. Intrinsic load (CLT) and the dual channels assumption (CTML) both deal with the how information is organized and presented. Utilizing both audio and visual channels effectively can result in a decreased intrinsic load and improve working memory's ability to process information,
Extraneous load (CLT) and limited capacity (CTML) share similar characteristics in terms of limiting material that is not relevant to the lesson objectives. Extraneous information may be entertaining or interesting to students, however from a cognitive load perspective, it adds unnecessary load that inhibits working memory's ability to process information efficiently. Lastly, when germane load (CLT) and active processing (CTML) are high, learning is occurring. By developing content using best instructional design practices, it is possible to achieve the high levels of these, resulting in high achievement for students. |
 Activity
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