702 cognitive theory of multimedia
- 1. COGNITIVE THEORY OF MULTIMEDIA PRESENTED BY: NIKITA L. DUKES COURSE: 702 COGNITIVE PSYCHOLOGY IN SMED PROFESSOR: DR. MOUSTAPHA DIACK DATE: NOVEMBER 15, 2020
- 2. COGNITIVE THEORY OF MULTIMEDIA • Originator: Richard Mayer (1947-) • The principle known as the “multimedia principle” states that “people learn more deeply from words and pictures than from words alone” . • Adding words to pictures is not an effective way to achieve multimedia learning.https://www.youtube.com/watch?v=hw2hi7D1 ALE
- 3. • Multimedia supplements our instruction in many teaching contexts, whether we use PowerPoint during a face-to-face lecture, a computer-animated game to help students understand an abstract concept, short video lectures in an online course, or graphics in a textbook.
- 5. DUAL CHANNEL ASSUMPTIONS • Dictates that “humans possess separate channels for processing visual and auditory information” • The first is the visual–pictorial channel, which processes images seen through the eyes (including words displayed on a screen). • The other channel is the auditory–verbal channel, which processes spoken words. • The limited-capacity assumption suggests that humans have a hard limit on the amount of information they can process at any given moment. • This is probably intuitive to anyone who’s sat in
- 6. LIMITED-CAPACITY ASSUMPTION The limited-capacity assumption suggests that humans have a hard limit on the amount of information they can process at any given moment. This is probably intuitive to anyone who’s sat in a sports bar and tried to watch several games at the same time or tried to listen to the news while having a conversation. https://www.youtube.com/watch?v=1bqfdzcDn-Q
- 8. ACTIVE-PROCESSING ASSUMPTION • The active-processing assumption asserts that humans don’t learn by just passively absorbing information. • Humans need to engage in active cognitive processes, namely identifying and selecting relevant material, organizing it into visual and/or verbal models, and integrating those new models with prior knowledge • The active processing assumption which states that it is people’s innate tendency to base themselves on their previous experiences in selecting and processing new information.
- 9. THE 12 PRINCIPLES OF MULTIMEDIA • 1. Coherence Principle – People learn better when extraneous words, pictures and sounds are excluded rather than included. • 2. Signaling Principle – People learn better when cues that highlight the organization of the essential material are added. • 3. Redundancy Principle – People learn better from graphics and narration than from graphics, narration and on-screen text. • 4. Spatial Contiguity Principle – People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen. • 5. Temporal Contiguity Principle – People learn better when corresponding words and pictures are presented simultaneously rather than successively. • 6. Segmenting Principle – People learn better from a multimedia
- 10. THE 12 PRINCIPLES OF MULTIMEDIA • 7. Pre-training Principle – People learn better from a multimedia lesson when they know the names and characteristics of the main concepts. • 8. Modality Principle – People learn better from graphics and narrations than from animation and on-screen text. • 9. Multimedia Principle – People learn better from words and pictures than from words alone. • 10. Personalization Principle – People learn better from multimedia lessons when words are in conversational style rather than formal style. • 11.Voice Principle – People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice. • 12. Image Principle – People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen.
- 11. COGNITIVE LOAD • According to Paas and Sweller (2014), cognitive load conditions explains the human cognitive processes as architecture + load conditions. Human cognitive architecture has five basic principles. Those five principles are: • 1. Information Store (we need a large information store - i.e. long-term memory). • 2. Borrowing and Organizing (based on the assumption that we borrow information from other people). • 3. Randomness as Genesis (based on the assumption that we guess and see what happens). • 4. Narrow Limits of Change (based on the idea that our working memory has
- 12. • Paas and Sweller (2014) describe the three mental load conditions of the cognitive load theory as: • 1. Intrinsic Load - refers to the complexity of the learning material. This can vary by individual. • 2. Extraneous Load - refers to the way the materials are presented to the student, but these materials are not necessary to the instructional design. • 3. Germane Load - referred to as 'effective load' and is the learning process. • The goal of the load conditions is to have an appropriate amount of intrinsic load, while minimizing the extraneous load, which will then
- 13. WHO IS RICHARD MAYER? Richard E. Mayer is Distinguished Professor of Psychology at the University of California, Santa Barbara. . He is ranked #1 as the most productive educational psychologist in the world in Contemporary Educational Psychology. He is an American educational psychologist who has made significant contributions to theories of cognition and learning, especially as they relate to problem solving and the design of educational multimedia. Read his Pandemic Tips https://www.edsurge.com/news/2020-10-16-richard-mayer- has-spent-decades-on-educational-research-here-are-his- pandemic-teaching-tips https://www.youtube.com/ watch?v=Q5eY9k3v4mE
- 14. Mayer suggests that most people can maintain maybe five to seven “chunks” of information in working memory at a given time Individuals at the higher end may have stronger metacognitive strategies, which allow them to manage their limited cognitive resources more efficiently. Mayer adopts a constructivist view of learning in which multimedia are not simply information delivery systems, but rather cognitive aids for Students, Mayer argues, are not “empty vessels” waiting to be filled up with information but must instead work to synthesize words and pictures into meaningful information that is stored in long- term memory.
- 15. WHY SHOULD WE USE MULTIMEDIA DESIGN THEORY? • Working memory is the part of memory that consciously processes information. Lessons developed with consideration for the limitations of students working memory are more likely to be effective than lessons developed without. • Example: Provide students with written instructions for small-group activities instead of stating the instructions one time. Results: students will not need to remember the instructions as they work.
- 16. RESOURCES • https://moodle.sus.edu/pluginfile.php/384675/mod_resource/content/2/cognitivetheorymmedias.p df • https://ctl.wiley.com/principles-of-multimedia-learning/ • https://waterbearlearning.com/mayers-principles-multimedia-learning/ • https://www.edutopia.org/blog/digital-spaces-12-best-practices-michelle-manno • https://ctl.wiley.com/cognitive-load-theory-structuring-learning-materials-for-maximum- retention/ • https://khsbpp.files.wordpress.com/2018/11/cognitive_load_theory_practice_guide_aa.pdf • https://faculty.washington.edu/farkas/WDFR/MayerMoreno9WaysToReduceCognitiveLoad.pdf • http://jofcis.org/gallery/ics-1494.pdf • https://www.mysimpleshow.com/explain-dual-coding-theory/ • https://www.youtube.com/watch?v=1bqfdzcDn-Q • http://www.buffalo.edu/ubcei/enhance/learning/multimedia-learning.html • http://www.digitaledidactiek.be/modules/2-ontwerp/theorie/mayer/?lang=en • https://www.emergingedtech.com/2017/06/mayers-12-principles-of-multimedia-learning-are-a- powerful-design-resource/ • http://lindseyrallison.weebly.com/cognitive-theory.html