Transcript Slide 1
Cognitive Theory of Multimedia Learning – Richard E. Mayer
Ayesha Sadaf
Agenda
Mayer and his research
Multimedia
Cognitive Theory of Multimedia Learning
Implications for Multimedia Design Principles
Who is Richard E.Mayer?
Richard E. Mayer is Professor of Psychology at the University of California, Santa Barbara (UCSB) where he has served since 1975. He received a Ph.D. in Psychology from the University of Michigan in 1973, and served as a Visiting Assistant Professor of Psychology at Indiana University from 1973 to 1975.
He was ranked #1 as the most productive educational psychologist in the world for 1991-2001 ( Contemporary Educational Psychology, vol. 28, pp. 422-430).
Currently he is Vice President for Division C (Learning and Instruction) of the American Educational Research Association. He currently serves on the editorial boards of 14 journals mainly in educational psychology.
Most Recent Published Books
Mayer, R. E. (2009). Multimedia learning (2nd ed). New York: Cambridge University Press.
Clark, R. & Mayer, R. E. (2008). E-learning and the science of instruction (2nd ed). San Francisco: Jossey-Bass.
Mayer, R. E. (2008). Learning and Instruction (2nd ed). Upper Saddle River, NJ: Merrill Prentice Hall.
Mayer, R. E. (Ed). (2005). Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
Mayer, R.E. (2002). The Promise of Educational Psychology (Vols. 1 & 2). Upper Saddle River, NJ: Prentice-Hall.
Research Focus
Dr. Mayer's research concerns the intersection of cognition, instruction, and technology, including: (1) multimedia learning (2) mathematical problem solving (3) human-computer interaction, such as investigating how novices learn to interact with computers?
how to design e-learning environments that promote learning?
how people learn with on-line pedagogical agents and computer-based tutors?
• How people learn?
The science of learning
• How to help people learn?
The science of instruction
What is Multimedia?
Term
Multimedia
What is Multimedia?
Definition
Presenting words (such as printed text or spoken text) and pictures (such as illustrations, photos, animation, or video) Multimedia Learning Multimedia instruction Building mental representations from words and pictures Presenting words and pictures that are intended to promote learning Mayer, R. E. (2005). The multimedia principle. In R. Mayer. (Ed.) The Cambridge handbook of multimedia learning. (pp. 2). New York: Cambridge University Press.
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
Model of Multimedia Learning
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions. Educational Psychologist, 32, 1-19.
SOI Model: three cognitive processes in knowledge construction
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 suggested by 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
Three Metaphors of Multimedia Learning
Learning as response strengthening Learning as Information acquisition Learning as knowledge construction
The Multimedia Design Principles
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Multiple Representation Principle: Its is better to present an explanation in words and pictures than solely in words.
Contiguity Principle:
When giving a multimedia explanation, present corresponding words and pictures contiguously rather than separately Split-Attention Principle: When giving a multimedia explanation, present words as auditory narration rather than as visual on-screen text
Individual Differences Principle:
The foregoing principles are more important for low knowledge than high-knowledge learners, and for high-spatial rather than low-spatial learners
Coherence Principle:
When giving a multimedia explanation, use few rather than many extraneous words and pictures Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions. Educational Psychologist, 32, 1-19.
Chandler, P., & Sweller, J. (1991). Cognitive Load Theory and the Format of Instruction. Cognition and Instruction, 8(4), 293-332.
Chandler, P., & Sweller, J. (1991). Cognitive Load Theory and the Format of Instruction. Cognition and Instruction, 8(4), 293-332.
Summary
The principle known as the “multimedia principle” states that “people learn more deeply from words and pictures than from words alone” Theory is based on three main assumptions: There are two separate channels (auditory and visual) for processing information There is limited channel capacity Learning is an active process of filtering, selecting, organizing, and integrating information Multimedia learning occurs when people build mental representations from words and pictures.
Five major principles of how to use multimedia to help students understand a scientific explanation.