Cognitive Theory of Multimedia Learning

CitM Productions

Term Definition

Multimedia Presenting words and pictures

Multimedia learning

Building mental representations from words and pictures

Multimedia instruction

Presenting words and pictures that are intended to promote learning

What is Multimedia Learning?

CTML: Overview

Process Description

Selecting words Attention on relevant words to create sounds in working memory

Selecting images Attention on relevant pictures to create images in working memory

Organizing words Build connections among selected words to create verbal model

Organizing images

Build connections among selected images to create pictorial model

Integrating Build connections between verbal and pictorial models and with prior knowledge

Cognitive Processes

Processing Pictures

Processing Spoken Words

Processing Printed Words

Richard MayerPh.D. in Psychology

University of Michigan

1973Professor of

Psychology University of

California at Santa Barbara

Cognitive Theory of Multimedia Learning

CTML Researchers: Mayer

Roxana MorenoPh.D. in Psychology

University of California at Santa Barbara

1999Associate Professor

of Educational Psychology

University of New Mexico

Cognitive theories in educational technology

CTML Researchers: Moreno

John SwellerPh.D. in Psychology

University of Adelaide

1972Emeritus Professor

of Education University of New

South WalesCognitive Load

Theory

CTML Researchers: Sweller

Jan PlassPh.D. in Educational

Technology Erfurt University 1994

Associate Professor of Educational Communication and Technology

New York UniversityCognitive science,

learning sciences, and design

CTML Researchers: Plass

Wolfgang SchnotzPh.D. in Education

Technische Universität Berlin

1978Director of the Center

for Multimedia, Head of Education Graduate School

Universität Koblenz-Landau

Integrative model of text and picture comprehension

CTML Researchers: Schnotz

Mayer, R.E., & Anderson, R.B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology. 83, 484-490.

Moreno, R. & Mayer, R.E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology. 92(1), 117-125.

Significant Studies

Pass, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science. 32, 1-8.

Plass, J.L., Chun, D.M., Mayer, R.E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology. 90, 25-36.

Significant Studies

multimediasplit-attentionmodalityredundancysegmenting, pre-

training, and modality

coherence, signaling, spatial contiguity, and redundancy

personalization, voice, and image

Basic Principles

guided-discoveryworked-out

examplecollaborationself-explanation

animation and interactivity

navigationsite mapprior knowledgecognitive aging

Advanced Principles

Sample #1

multimedia

temporal contiguity

voice

Sample #2

multimedia

modality

pre-training

segmenting

coherence, signaling

temporal contiguity

split-attention

personalization, voice, image

redundancy

Sample #3

coherence

signaling

spatial contiguity

segmenting

multimedia

CTML