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What is Cognitive Theory of Multimedia Learning

Chapter 30
Encyclopedia of Multimedia Technology and Networking, Second Edition
An instructional theory that applies principles of cognitive load theory to the design of learning environments that use mixed sensory modalities. The theory describes the processes of selecting, organizing, and integrating information from the separate verbal and pictorial channels, and suggests principles that enhance these processes.
Published in Chapter:
Cognitive Issues in Tailoring Multimedia Learning Technology to the Human Mind
Slava Kalyuga (The University of New South Wales, Australia)
Copyright: © 2009 |Pages: 6
DOI: 10.4018/978-1-60566-014-1.ch030
Abstract
In order to design effective and efficient multimedia applications, major characteristics of human cognition and its processing limitations should be taken into account. A general cognitive system that underlies human performance and learning is referred to as our cognitive architecture. Major features of this architecture will be described first. When technology is not tailored to these features, its users may experience cognitive overload. Major potential sources of cognitive load during multimedia learning and how we can measure levels of this load will be presented next. Some recently developed methods for managing cognitive overload when designing multimedia applications and building adaptive multimedia systems will be described in the last two sections, which will be followed by the conclusion.
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Chapter 12
Grammar Animations and Cognition
The central element of the cognitive theory of multimedia learning is the dual coding theory which claims that the processing of verbal and visual information occurs in two functionally separate representational subsystems in the semantic memory. As a result, two separate mental projections are produced during the simultaneous processing of verbal and visual information modes. Processing information in different modes and coordinating the processes relies on the availability of sufficient cognitive capacity as processing resources are not unlimited at any given time. An exceeding demand on available capacity can produce an overload effect making it more difficult or impossible for a learner to process the information or reintegrate it into a coordinated entity. The success of the learner not only relies on the availability of sufficient resources but also on the manageability of the resources. Cognitive overload can be caused by processing tasks which are irrelevant for learning. In these cases, the manageability of processing can be secured or restored by reducing the extraneous load. This component of the cognitive theory of multimedia learning is known as the “cognitive load theory”.
Published in Chapter: Grammar Animations and Cognition; From: Handbook of Research on Computer-Enhanced Language Acquisition and Learning
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Chapter 79
Theory and Application: Construction of Multimodal eLearning
A series of principles about how to use multimedia effectively to increase transfer of learning to long term memory (Mayer, 2005 AU34: The in-text citation "Mayer, 2005" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter: Theory and Application: Construction of Multimodal eLearning; From: Handbook of Research on Education and Technology in a Changing Society
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Chapter 1
Human Cognition in the Design of Assistive Technology for Those with Learning Disabilities
A theory credited to Richard E. Mayer and his colleagues focused on best practices in the use of visual and auditory information in multimedia-based instruction.
Published in Chapter: Human Cognition in the Design of Assistive Technology for Those with Learning Disabilities; From: Handbook of Research on Human Cognition and Assistive Technology: Design, Accessibility and Transdisciplinary Perspectives
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Chapter 16
Enhancing the Effectiveness of Educational Hypermedia: A Cognitive Load Approach
An instructional theory that takes into consideration how people lean when studying from words and pictures in order to design effective multimedia environments.
Published in Chapter: Enhancing the Effectiveness of Educational Hypermedia: A Cognitive Load Approach; From: Handbook of Research on 3-D Virtual Environments and Hypermedia for Ubiquitous Learning
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Chapter 2
Managing Cognitive Load in the Design of Assistive Technology for Those with Learning Disabilities
A theory credited to Richard E. Mayer and his colleagues focused on best practices in the use of visual and auditory information in multimedia-based instruction.
Published in Chapter: Managing Cognitive Load in the Design of Assistive Technology for Those with Learning Disabilities; From: Handbook of Research on Human Cognition and Assistive Technology: Design, Accessibility and Transdisciplinary Perspectives
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Chapter 168
Designing Learner-Centered Multimedia Technology
A theory of multimedia information processing for computer-based training paradigms. This theory underscores the importance of supporting the three fundamental cognitive processes leading to learning: information selection, organization, and integration.
Published in Chapter: Designing Learner-Centered Multimedia Technology; From: Encyclopedia of Information Science and Technology, Second Edition
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