Multimedia learning

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Multimedia learning is the common name used to describe a the “Cognitive theory of Multimedia learning” (Mayer and Moreno, 1998; Moreno and Mayer, 1999; Mayer, 2001). This theory encompasses several principles of learning with multimedia.

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[edit] The Modality principle

Educational research has shown that information should be encoded both visually and auditorily.[citation needed] When learning with multimedia the brain must simultaneously encode two different types of information, but in the case of multimedia we have an auditory stimulus and a visual stimulus. One might expect these competing sources of information to tend to overwhelm or overload the learner. This perhaps would be the case, if it were not for how working memory works. Baddeley and Hitch (1974) suggested working memory has two somewhat independent subcomponents that tend to work in parallel. 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.

Dual-coding theory was first proposed by Paivio and later applied to multimedia by Richard Mayer and his associates. Mayer has shown learners are better able to transfer there 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” (Mayer, 2001).

Example: To apply this modality principle to PowerPoint, for instance, consider transferring some of your bulleted text to visuals if possible.

This will help learners:

  1. pay attention and;
  2. understand and learn the material you are covering.

...for more information on how to improve PowerPoint

[edit] The Redundancy principle

According to this principle: "Students learn better from animation and narration than from animation, narration, and on-screen text" (Mayer, 2001,p.184).

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.

[edit] 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." (Mayer, 2001, p.81)
  • Temporal Contiguity Principle-"Students learn better when corresponding words and pictures are presented simultaneously rather than successively." (Mayer, 2001, p.96)
  • Coherence Principle - "Students learn better when extraneous material is excluded rather than included." (Mayer, 2001, p.113)
  • 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." (Mayer, 2001, p.161)

[edit] Challenges to the Application of Principles

Not all research has found that the principles of multimedia learning apply generally outside of laboratory conditions. For example, Muller, Lee, and Sharma found that the coherence principle did not transfer to an authentic learning environment. In their study, adding approximately 50% additional extraneous but interesting material did not result in any significant difference in learner performance.[1] These authors suggest that additional interesting information may help maintain the learner's interest in authentic learning environments.

[edit] See also

[edit] References

 The references in this article would be clearer with a different or consistent style of citation, footnoting, or external linking.
  1. ^ Muller, D. A., Lee, K. J., & Sharma, M. D. Coherence or interest: Which is most important in online multimedia learning? Australasian Journal of Educational Technology 2008, 24(2), 211-221
  • Baddeley, A.D., Hitch, G.J. (1974). Working Memory, In G.A. Bower (Ed.), The psychology of learning and motivation: advances in research and theory (Vol. 8, pp. 47-89), New York: Academic Press.
  • Mayer,R. and Moreno,R. (1998) A Cognitive Theory of Multimedia Learning: Implications for Design Principles retrieved November 13,2007 from http://www.unm.edu/~moreno/PDFS/chi.pdf
  • Moreno, R., & Mayer, R. (1999). "Cognitive principles of multimedia learning: The role of modality and contiguity". Journal of Educational Psychology 91: 358-368. 
  • Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press. ISBN 0-52178-749-1. 
  • Mayer, R.E. and Moreno, R. (2002). "Animation as an Aid to Multimedia Learning". Educational Psychology Review 14 (1): 87-99.