Cognitive theory of multimedia learning 3
- 1. THE COGNITIVE THEORY OF MULTIMEDIA Janee’ S. Brumfield SMED 702B Dr. Diack 11/19/2021
- 2. THE COGNITIVE THEORY OF MULTIMEDIA • A theory developed by Richard Mayer • This theory states that : There are two separate channels (auditory and visual) for processing information (sometimes referre d to as Dual- Coding theory, Each channel has a limited (finite) capacity (similar to Sweller’s notion of Cognitive Load and Learning is an active process of filtering, selecting, organizing, and integrating information based upon prior knowledge. • Most people can only process a finite amount of information in at a time, and they make sense of information by actively crea ting mental representations. Mayer also discusses the role of three memory stores sensory (which receives stimuli and stores it for a ver y short time), working (where we actively process information to create mental constructs (or ‘schema’), and long-term (the repository of all things learned). Mayer’s cognitive theory of multimedia learning presents the idea that the brain does not interpret a multimedia pr esentation of words, pictures, and auditory information in a mutually exclusive fashion; rather, these elements are selected and organized dynamically to produce logical mental constructs. Furthermore, Mayer underscores the importance of learning (based upon the testing of co ntent and demonstrating the successful transfer of knowledge) when new information is integrated with prior knowledge. Design principle s including providing coherent verbal, pictorial information, guiding the learners to select relevant words and images, and reducing the load for a single processing channel etc. can be entailed from this theory.
- 3. THE COGNITIVE THEORY OF MULTIMEDIA The brain does not interpret a multimedia presentation of words, pictures, and auditory information in a mutually exclusive fashion.
- 4. THE MULTIMEDIA PRINCIPLES 1. The Coherence Principle First up is the Coherence Principle, which states that humans learn best when extraneous, distracting material is not included. 2. The Signaling Principle Next up is the Signaling Principle, which essentially means that humans learn best when they are shown exactly what to pay attention to on the screen. If there is a ton of information on the screen, how is the learner supposed to know what is the most important part? 3. The Redundancy Principle. This principle suggests that humans learn best with narration and graphics, as opposed to narration, graphics, and text. The theory here is that if you already have narration and graphics, then the text on top is just redundant information. And this can be overwhelming for a learner. 4. The Spatial Contiguity Principle The Spatial Contiguity Principle is about the actual space in between your text and visuals on the screen, stating that humans learn best when relevant text
- 5. THE MULTIMEDIA PRINCIPLES 5. The Temporal Contiguity Principle The Temporal Contiguity Principle states that humans learn best when corresponding words and visuals are presented together, instead of in consecutive order. 6. The Segmenting Principle Next is the Segmenting Principle which states that humans learn best when information is presented in segments, rather than one long continuous stream. Mayer found that when learners can control the pace of their learning, they performed better on recall tests. 7. The Pre-Training Principle The Pre-training Principle states that humans learn more efficiently if they already know some of the basics. This often means understanding basic definitions, terms, or concepts before beginning the learning experience. 8. The Modality Principle The Modality Principle states that humans learn best from visuals and spoken words than from visuals and printed words. This doesn’t mean that you should never use text on screen, it simply means that if there are visuals and too much text, learners will be overwhelmed.
- 6. THE MULTIMEDIA PRINCIPLES 9. The Multimedia Principle The Multimedia Principle states that humans learn best from words and pictures than just words alone. This principle is sort of the foundation of all Mayer’s principles, that images and words are more effective than words alone. 10. The Personalization Principle The Personalization Principle says that humans learn best from a more informal, conversational voice than an overly formal voice. Having a more casual voice actually improves the learning experience. 11. The Voice Principle The Voice Principle states that humans learn best from a human voice than a computer voice. While Siri and Alexa are getting pretty close, there is no substitution for a human voice. It’s important to note that the studies are still rather preliminary for the Voice Principle. But even so, it makes sense to use a human for your voiceover. 12. The Image Principle The Image Principle states that humans do not necessarily learn better from a talking head video. Talking head videos are incredibly common in eLearning courses and MOOCs. The research on this one is also still in its early phases,
- 7. COGNITIV E LOAD What Is Cognitive Load Theory? Cognitive load theory divides a person's working memory into three activity spaces: intrinsic load, extraneous load, and germane load. Developed by Australian educational psychologist John Sweller in the 1980s, it helps explain the cognitive demands on a person performing a complex task. Even the sharpest minds have limited capacity for new information within a given timeframe, and a heavy cognitive load or a wave of complex topics can push the human cognitive architecture to its limit.
- 8. COGNITIVE LOAD Intrinsic load: An intrinsic cognitive load refers to the fundamental difficulty of a specific topic, regardless of how that topic is presented. If you are learning calculus, the problem-solving resources needed to find a derivative will be the same whether your teacher clearly explains the topic or not. Your brain still must solve the problem using a combination of long-term memory, short term memory, and strategic cognition. The cognitive ease of an intrinsic cognitive load will be the same regardless of external factors (although those external factors may add additional difficulties). Extraneous load: An extraneous cognitive load refers to the way that new information is presented, either by a teacher, a team leader, a colleague, a customer, or someone else. Some learners easily process data presented as visual information. Yet for auditory learners, visual displays may not be the most effective way to learn; for them, visual stimuli present a more demanding extraneous load.
- 9. COGNITIVE LOAD Germane load: A germane cognitive load is the way an individual uses their memory capacity and personal intelligence to create mental schemas. Mental schemas are processes the brain uses to solve various problems presented by other types of load. This type of cognitive load manifests when your brain develops a learning process to assimilate new information and use it to solve problems. What Is Cognitive Overload? Cognitive overload occurs when the three types of cognitive load— intrinsic, extraneous, and germane—overwhelm a person. Cognitive psychology suggests that even the most intelligent people can only process a limited amount of information at a given time. When an individual is bombarded with competing cognitive signals, they struggle to filter relevant information from other stimuli. They may end up failing at a task or taking unnecessary actions on account of the cognitive loads clouding their judgment and abilities.
- 10. COGNITIVE LOAD 3 EXAMPLE CAUSES OF COGNITIVE OVERLOAD DISTRACTIONS: SOCIAL MEDIA AND TEXT MESSAGES CAN DISTRACT YOU FROM A TASK AND MAKE IT NEARLY IMPOSSIBLE TO PROCESS INFORMATION RELATED TO YOUR JOB OR EDUCATION. SPLIT-ATTENTION EFFECT: COGNITIVE OVERLOAD CAN OCCUR WHEN INSTRUCTIONAL DESIGNERS CREATE CONFUSING LEARNING MATERIALS. FOR INSTANCE, THE SPLIT- ATTENTION EFFECT RESULTS WHEN DIAGRAMS AND WRITTEN DESCRIPTIONS ARE POORLY INTEGRATED, FORCING THE READER TO SPLIT THEIR ATTENTION BETWEEN THE TEXT AND THE IMAGE, WHICH LEADS TO COGNITIVE OVERLOAD. EXPERTISE-REVERSAL EFFECT: IN A CLASSROOM OR WORK ENVIRONMENT, THE EXPERTISE-REVERSAL EFFECT DESCRIBES HOW INSTRUCTORS CAN SUBJECT LEARNERS TO COGNITIVE OVERLOAD BY ASSUMING PRIOR INFORMATION THAT THE LEARNERS DO NOT HAVE.
- 11. COGNITIVE LOAD 3 Ways to Manage Cognitive Overload Ask questions: Cognitive overload often occurs when a teacher or work partner assumes you have prior information that you do not. In order to get up to speed, ask the other person to back up and provide more context and information. Eliminate personal distractions: Stimuli from phones, computer screens, and other personal devices can prevent you from concentrating your mental energy on a single task. Eliminate distractions by turning off devices or placing them in another room. Bring them back out as a reward for completing a task. Focus on one task at a time: Cognitive overload can result when your mind drifts to topics other than the task at hand. Try to create an attentional filter by willing yourself to concentrate on one topic at a time. Make to-do lists and calendar entries that set aside a certain amount of time for a specific task. Promise yourself you will only focus on that single task during the time you've set aside. You may find that you work quicker and that the quality of your work rapidly improves.
- 12. REFERENCE S Sorden, S. D. (n.d.). The Cognitive Theory of Multimedia Learning. Mohave Community College/Northern Arizona University. DEPARTMENT OF EDUCATION. (n.d.). Cognitive load theory in practice Examples for the classroom. Richard E. Mayer, & Roxana Moreno. (n.d.). Nine Ways to Reduce Cognitive Load in Multimedia Learning. EDUCATIONAL PSYCHOLOGIST.