a cognitive theory of multimedia learning edit 610 – multimedia authoring
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A Cognitive Theory of Multimedia Learning
EDIT 610 – Multimedia Authoring
Multimedia Messages
“Multimedia messages that are designed in light of how the human mind works are more likely to lead to meaningful learning than those that are not.”
(2003, Mayer, p.41)
A Cognitive Theory of Multimedia Learning
“A cognitive theory of multimedia learning assumes that the human information processing system includes dual channels for visual/pictorial and auditory/verbal processing, that each channel has limited capacity for processing and that active learning entails carrying out a coordinated set of cognitive processes during learning.”
(2003, Mayer, p.41)
Five Steps in Multimedia Learning Selecting relevant words from presented or
narrated text Selecting relevant images from the presented
illustrations Organizing the selected words into a coherent
verbal presentation Organizing selected images into a coherent
visual presentation Integrating the visual and verbal
representations and prior knowledge(2003, Mayer, p.41)
Three Criteria for Learner-Centered Design
Intelligibility – the principles are derived from cognitive theory of multimedia learning
Plausibility – the principles are consistent with empirical research on multimedia learning
Applicability – the principles can be applied to new multimedia learning situations
(2003, Mayer)
Three Assumptions about Cognitive Learning Theory
Dual Channels Limited Capacity Active Processing
(2003, Mayer)
Three Assumptions about Cognitive Learning Theory
Dual Channels Humans possess separate channels
for processing visual and auditory information
(2003, Mayer)
Three Assumptions about Cognitive Learning Theory
Limited Capacity Humans are limited in the amount of
information that they can process in each channel at one time.
(2003, Mayer)
Three Assumptions about Cognitive Learning Theory
Active Processing Humans engage in active learning by
attending to relevant incoming information, organizing selected information into coherent mental representations, and integrating mental representations with other knowledge.
(2003, Mayer)
Dual-Channel Assumption
“The dual-channel assumption is that humans possess separate information processing channels for visually represented material and auditorily represented material.”
(Mayer, 2003, p.46)
Limited-Capacity Assumption
“… human are limited in the amount of information that can be processed in each channel at one time.”
Limited-Capacity Assumption
“Although there are individual differences, average memory span is fairly small – approximately five to seven chunks.”
Active Cognitive Processes
“… humans actively engage in cognitive processing to construct a coherent mental representation of their experience.” Paying attention Organizing incoming information Integrating incoming information with
other information
Knowledge Construction
Process structures – cause & effect chains
Comparison structures – comparing elements
Generalization structures – main idea & subordinate skills
Enumeration structures – lists of items Classification structures – hierarchies
Multimedia Design Implications
Presented materials should have a coherent structure
Messages should provide guidance on how to build appropriate structures
Five Steps for Multimedia Design
Select relevant words Select relevant images Organize selected words Organize selected images Integrate word-based and picture-
based representations