Multimedia learning
Encyclopedia
Multimedia learning is the common name used to describe the cognitive theory
of multimedia learning This theory encompasses several principles of learning with multimedia
.
in 1974 which has two largely independent subcomponents that tend to work in parallel - one visual and one verbal/acoustic. This allows us to simultaneously process information coming from our eyes and ears. Thus a learner is not necessarily overwhelmed or overloaded by multimodal instruction, and it can in fact be beneficial.
The finding that items presented both visually and verbally are better remembered gave rise to dual-coding theory
, first proposed by Paivio
and later applied to multimedia by Richard Mayer and his associates. Mayer has shown learners are better able to transfer their learning given multimodal instruction. Mayer explains the modality effect from an information processing/cognitive load perspective.
In a series of studies Mayer and his colleagues tested Paivio’s dual-coding theory
, with multimedia. They repeatedly found that students learning given multimedia with animation and narration consistently did better on transfer questions than those who learn from animation and text-based materials. That is, they were significantly better when it came to applying what they had learned after receiving multimedia rather than mono-media (visual only) instruction. These results were then later confirmed by other groups of researchers.
Initially the instructional content of these multimedia learning studies was limited to logical scientific processes that centered on cause-and-effect systems like automobile braking systems, how a bicycle pump works, or cloud formation. But eventually it was found that the modality effect could be extended to other domains, which were not necessarily cause-and-effect based systems.
Information then can and should be encoded as both as visually and auditory (narration). If verbal information is encoded auditorily it reduces the cognitive load of the learner and they are better able to handle that incoming information. Mayer has since called this the “Modality effect,” or the Modality Principle. This was one of the many principles of his “Cognitive Theory of Multimedia Learning”.
"Students learn better from animation and narration than from animation, narration, and on-screen text."
Thus it’s better to eliminate redundant material. This is because learners do not learn as well when they both hear and see the same verbal message during a presentation. This is a special case of the split attention effect
of Sweller
and Chandler.
Cognitive theory
Cognitive theory may refer to:* Cognitive psychology* Cognitive science* Theory of cognitive development, Jean Piaget's theory of development and the theories which spawned from it*Two factor theory of emotion, another cognitive theory...
of multimedia learning This theory encompasses several principles of learning with multimedia
Multimedia
Multimedia is media and content that uses a combination of different content forms. The term can be used as a noun or as an adjective describing a medium as having multiple content forms. The term is used in contrast to media which use only rudimentary computer display such as text-only, or...
.
The Modality principle
When information is in fact better remembered when accompanied by a visual image. Baddeley and Hitch proposed a theory of working memoryWorking memory
Working memory has been defined as the system which actively holds information in the mind to do verbal and nonverbal tasks such as reasoning and comprehension, and to make it available for further information processing...
in 1974 which has two largely independent subcomponents that tend to work in parallel - one visual and one verbal/acoustic. This allows us to simultaneously process information coming from our eyes and ears. Thus a learner is not necessarily overwhelmed or overloaded by multimodal instruction, and it can in fact be beneficial.
The finding that items presented both visually and verbally are better remembered gave rise to dual-coding theory
Dual-coding theory
Dual-coding theory, a theory of cognition, was first advanced by Allan Paivio of the University of Western Ontario. The theory postulates that both visual and verbal information are processed differently and along distinct channels with the human mind creating separate representations for...
, first proposed by Paivio
Allan Paivio
Allan Urho Paivio is an emeritus professor of psychology at the University of Western Ontario. He earned his Ph.D. from McGill University in 1959 and taught at the University of Western Ontario from 1963 until his retirement.-Early life:...
and later applied to multimedia by Richard Mayer and his associates. Mayer has shown learners are better able to transfer their learning given multimodal instruction. Mayer explains the modality effect from an information processing/cognitive load perspective.
In a series of studies Mayer and his colleagues tested Paivio’s dual-coding theory
Dual-coding theory
Dual-coding theory, a theory of cognition, was first advanced by Allan Paivio of the University of Western Ontario. The theory postulates that both visual and verbal information are processed differently and along distinct channels with the human mind creating separate representations for...
, with multimedia. They repeatedly found that students learning given multimedia with animation and narration consistently did better on transfer questions than those who learn from animation and text-based materials. That is, they were significantly better when it came to applying what they had learned after receiving multimedia rather than mono-media (visual only) instruction. These results were then later confirmed by other groups of researchers.
Initially the instructional content of these multimedia learning studies was limited to logical scientific processes that centered on cause-and-effect systems like automobile braking systems, how a bicycle pump works, or cloud formation. But eventually it was found that the modality effect could be extended to other domains, which were not necessarily cause-and-effect based systems.
Information then can and should be encoded as both as visually and auditory (narration). If verbal information is encoded auditorily it reduces the cognitive load of the learner and they are better able to handle that incoming information. Mayer has since called this the “Modality effect,” or the Modality Principle. This was one of the many principles of his “Cognitive Theory of Multimedia Learning”.
The Redundancy principle
According to this principle:"Students learn better from animation and narration than from animation, narration, and on-screen text."
Thus it’s better to eliminate redundant material. This is because learners do not learn as well when they both hear and see the same verbal message during a presentation. This is a special case of the split attention effect
Split attention effect
The split-attention effect is a learning effect inherent within some poorly designed instructional materials. It is apparent when the same modality is used for various types of information within the same display...
of Sweller
John Sweller
John Sweller is an Australian educational psychologist who is best known for formulating an influential theory of cognitive load.He has a Ph.D. from the University of Adelaide's Department of Psychology — his thesis was titled "Effects of initial discrimination training on subsequent shift learning...
and Chandler.
Other Principles
- Spatial Contiguity Principle - "Students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen."
- Temporal Contiguity Principle-"Students learn better when corresponding words and pictures are presented simultaneously rather than successively."
- Coherence Principle - "Students learn better when extraneous material is excluded rather than included."
- Individual Differences Principle- "Design effects are stronger for low-knowledge learners than for high knowledge learners, and for high-spatial learners rather than for low-spatial learners."
Challenges to the Application of Principles
Not all research has found that the principles of multimedia learning apply generally outside of laboratory conditions. In their study, adding approximately 50% additional extraneous but interesting material did not result in any significant difference in learner performance.See also
- Cognitive loadCognitive loadThe term cognitive load is used in cognitive psychology to illustrate the load related to the executive control of working memory . Theories contend that during complex learning activities the amount of information and interactions that must be processed simultaneously can either under-load, or...
- Split attention effectSplit attention effectThe split-attention effect is a learning effect inherent within some poorly designed instructional materials. It is apparent when the same modality is used for various types of information within the same display...
- Worked-example effectWorked-example effectThe worked-example effect is a learning effect predicted by cognitive load theory . According to Sweller: "The worked example effect is the best known and most widely studied of the cognitive load effects"The worked-example effect is a learning effect predicted by cognitive load theory (Sweller,...
- Dual-coding theoryDual-coding theoryDual-coding theory, a theory of cognition, was first advanced by Allan Paivio of the University of Western Ontario. The theory postulates that both visual and verbal information are processed differently and along distinct channels with the human mind creating separate representations for...