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Cognitive theory of multimedia learning
“People learn more deeply from words and pictures than from words alone”.
The quote above is true ... however, just putting text and pictures together does not necessarily make for effective learning.
When we are using a variety of media in our teaching (test, images, video, interaction), we need to consider the best way for students to learn.
The Cognitive Theory of Multimedia Learning gives guidance for informed multimedia instructional messages.
This theory is based on three assumptions:
For example, information presented to a student using both auditory (narration) and visual (text) displays requires the student to process this information using both channels. However, the student's ability to process is limited. If a students is receiving information from both channels, his or her mind is forced to be selective with the information it chooses to keep, and which bits of information he or she should make connections between.
Putting it into practice: Instructional goals for multimedia instruction
The table below offers a brief overview of three instructional goals in multimedia learning, bearing in mind the assumptions we discussed above. You might find it useful to consider the various techniques listed in the third column when creating a multimedia learning activity.
Mayer, R 2014, 'Cognitive theory of multimedia learning', Richard Mayer, The Cambridge Handbook of Multimedia Learning, Cambridge University Press, Cambridge, UK, pp. 43-71
Adapted from: Mayer, R 2014, Cognitive theory of multimedia learning, Richard Mayer, The Cambridge handbook of multimedia learning, Cambridge University Press, Cambridge, UK, pp. 43-71