Week 2

COGNITIVE THEORY OF MULTIMEDIA LEARNING

INTRODUCTION
Cognitive = mental process of knowing. Cognitive learning theories seek to explain how the brain

processes and stores new information.

Multimedia =use of multiple forms of media in a presentation

(Schwartz & Beichner, 1999, p. 8).

Cognitive Theory of Multimedia Learning (CTML) was

designated by Richard E. Mayer.

The principle known as the multimedia principle states that

people learn more deeply from words and pictures than from words alone (Mayer, p. 47).

 It is based on three

HOW THE MIND WORKS IN MULTIMEDIA LEARNING?

assumptions about how the human mind works in cognitive science.

Dual channel assumptions

Cognitive assumptions

Limited capacity assumptions Active processing assumptions

Three Assumptions About How the Mind Works in Multimedia Learning

1. Dual channel assumption Human information-processing system consists of two separate channels; - An auditory/verbal channel for processing auditory input and verbal representations. - A visual/pictorial channel for processing visual input and pictorial representations.

Three Assumptions About How the Mind Works in Multimedia Learning

2. Limited capacity assumption - Only a limited amount of cognitive processing can take place in the verbal channel at any one time. - Only a limited amount of cognitive processing can take place in the visual channel at any one time.

Three Assumptions About How the Mind Works in Multimedia Learning

Active processing assumption

These processes include; - Paying attention to the presented material. - Mentally organizing the presented material into a coherent structure. - Integrating the presented material with existing knowledge.

Three Assumptions About How the Mind Works in Multimedia Learning

Assumption Definition Humans possess separate information processing channels for verbal and visual material. There is only a limited amount of processing capacity available in the verbal and visual channels. Learning requires substantial cognitive processing in the verbal and visual channels.

Dual channel

Limited capacity

Active processing

MAYERS COGNITVE THEORY OF MULTIMEDIA LEARNING (ctml)

Mayers CTML is based on an integration of several

theories such as:

Swellers cognitive load theory (Chandler & Sweller, 1991; Sweller,

1999). Pavios dual-coding theory (Clark & Paivio, 1991; Paivio, 1986). Baddeleys working memory model (1986, 1992, 1999). Wittrock's generative theory (1989). Mayer's SOI model of meaningful learning (1996).

Mayer focuses on the auditory/verbal channel and visual

pictorial channel.

MAYERS CTML PROCESSES

In multimedia learning, the learner engages in THREE

important cognitive processes which are;

1) The first cognitive process, selecting.

2) The second cognitive process, organizing.

3) The third process, integrating.
The model is explained more fully in Mayer (1997), and has

generated a series of experiments yielding five major principles of how to use multimedia to help students understand a scientific explanation.

MAYERS CTML PROCESSES

Selecting Is applied to incoming verbal information to yield a text base and is applied to incoming visual information to yield an image base.

Is applied to the word base to create a verbally-based model of the to-be-explained system and is applied to the image base to Organizing create a visually-based model of the to-be-explained system.

Occurs when the learner builds connections between corresponding events (or states or parts) in the verbally-based Integrating model and the visually-based model.

FIVE PRINCIPLES OF COGNITIVE THEORY OF MULTIMEDIA LEARNING

MULTIPLE REPRESENTA TION PRINCIPLE COHERENCE PRINCIPLE PRINCIPLES CONTIGUITY PRINCIPLE

INDIVIDUAL DIFFERENCE S PRINCIPLE

SPLIT ATTENTION PRINCIPLES

1. MULTIPLE REPRESENTATION PRINCIPLE

Its is better to present an explanation in words and pictures than solely in words.

Explanation: It is better to present an explanation using

two modes of representation rather than one.

Example:

students who read a text containing captioned illustrations placed near the corresponding words generated about 65% more useful solutions on a subsequent problem-solving transfer test than did students who simply read the text. (Mayer, 1989; Mayer & Gallini, 1990)

2. CONTIGUITY PRINCIPLE
When

giving a multimedia explanation, present corresponding words and pictures contiguously (alongside) rather than separately. when corresponding words and pictures are presented at the same time than when they are separated in time.

Explanation: Students better understand an explanation

Example: students who listened to a narration explaining how a

bicycle tire pump works while also viewing a corresponding animation generated 50% more useful solutions to subsequent problem-solving transfer questions than did students who viewed the animation before or after listening to the narration. (Mayer &

Anderson, 1991, 1992; Mayer & Sims, 1994)

3. SPLIT-ATTENTION PRINCIPLE
When giving a multimedia explanation, present words as

auditory narration rather than as visual on-screen text.

Explanation: Words should be presented auditory rather than

visually.
Example:

students who viewed an animation depicting the formation of lightning while also listening to a corresponding narration generated approximately 50% more useful solutions on a subsequent problem-solving transfer test than did students who viewed the same animation with corresponding on-screen text consisting of the same words as the narration. (Mayer & Moreno, in press)

4. INDIVIDUAL DIFFERENCES PRINCIPLE

This principle is more important for low knowledge than

high-knowledge learners, and for high-spatial rather than low-spatial learners.

Explanation: Multimedia effects, contiguity effects, and

split-attention effects depend on individual differences in the learner.

Example:

students who lack prior knowledge tended to show stronger multimedia effects and contiguity effects than students who possessed high levels of prior knowledge. (Mayer & Gallini, 1991, Mayer, Steinhoff, Bower & Mars, 1995)

5. COHERENCE PRINCIPLE
When giving a multimedia explanation, use few rather than

many extraneous words and pictures.

Explanation: Students learn better from a coherent summary

which highlights the relevant words and pictures than from a longer version of the summary.
Example:

students who read a passage explaining the steps in how lightning forms along with corresponding illustrations generated 50% more useful solutions on a subsequent problem-solving transfer test than did students who read the same information with additional details inserted in the materials. (Mayer, Bove, Bryman, Mars & Tapangco, 1996; Harp & Mayer, 1997).

IMPLICATIONS OF CTML IN LEARNING

Foster learning through different means (both verbal &

pictorial).
Facilitate the acquisition of new knowledge. Change the students knowledge and understanding. Non-textual media adds pedagogical value to the

application.

CONCLUSION
The cognitive theory is based on the thinking ability in human

mind.
The fundamental of multimedia learning is based on Mayers

Cognitive Theory of Multimedia Learning that help to foster learning.

However, more investigations and researches must be done

from a well-grounded foundation, such as cognitive psychology.

Mayers and his colleagues had provides an examples of well -

grounded multimedia research that yield interesting and robust finding.