Eddie MathewsEddie MathewsEDTI 6304 Cognition & LearningEDTI 6304 Cognition & Learning

UTB Spring 2012UTB Spring 2012

Information ProcessingInformation Processing

Cognitive Theory of Cognitive Theory of

Multimedia LearningMultimedia Learning

• Cognitivism replaced behaviorism in the late Cognitivism replaced behaviorism in the late 1960’s as the dominant paradigm1960’s as the dominant paradigm

• Cognitivism focuses on the inner mental Cognitivism focuses on the inner mental activities –the “black box” of the human mindactivities –the “black box” of the human mind

• Researchers believed mental processes Researchers believed mental processes such as thinking, memory, knowing, and such as thinking, memory, knowing, and problem-solving need to be exploredproblem-solving need to be explored

• In recent years, much has been learned In recent years, much has been learned about cognition and learningabout cognition and learning

Background of Cognitive StudiesBackground of Cognitive Studies

Common AssumptionsCommon Assumptions

• Two separate channels for processing Two separate channels for processing information: information: auditoryauditory and and visualvisual (some call (some call this “Dual-Coding Theory”)this “Dual-Coding Theory”)

• Each channel has a limited capacity for Each channel has a limited capacity for processing information (“Cognitive Load”)processing information (“Cognitive Load”)

• Learning is the active process of filtering, Learning is the active process of filtering, selecting, organizing, and integrating selecting, organizing, and integrating information based upon prior knowledgeinformation based upon prior knowledge

Richard E. Mayer has developed a theory which involves cognition, instruction, and technology.

Mayer’s research led to a theory called “Cognitive Theory of Multimedia Learning” that contribute heavily computer-based instruction

Richard E. MayerRichard E. Mayer

Cognitive Psychology ResearchCognitive Psychology Research

Basically, in a nutshell…Basically, in a nutshell…

Mayer’s “Cognitive Theory of Multimedia Mayer’s “Cognitive Theory of Multimedia Learning argues that…Learning argues that…

““People learn more deeply from words and People learn more deeply from words and pictures than from words alone.”pictures than from words alone.”

What is C.T.M.L.?What is C.T.M.L.?

Channel 1 Channel 2 Better Understanding

What is Multimedia Learning?What is Multimedia Learning?

TermTerm DefinitionDefinition

MultimediaMultimedia Presenting words and picturesPresenting words and pictures

Multimedia Multimedia learninglearning

Building mental representations Building mental representations from words and picturesfrom words and pictures

Multimedia Multimedia instructioninstruction

Presenting words and pictures that Presenting words and pictures that are intended to promote learningare intended to promote learning

Cognitive ComponentsCognitive Components

TermTerm DefinitionDefinition

Sensory Sensory MemoryMemory

memory store holding images on the memory store holding images on the eyes and sounds on the ears for a eyes and sounds on the ears for a brief periodbrief period

Working Working MemoryMemory

limited-capacity memory store for limited-capacity memory store for storing sounds/images in active storing sounds/images in active consciousnessconsciousness

CTML: Cognitive ProcessesCTML: Cognitive Processes

wordswordswordswords

picturespicturespicturespictures

earsearsearsears

eyeseyeseyeseyes

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prior prior knowledgknowledg

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soundssounds verbal verbal modelmodel

imagesimages pictorial pictorial modelmodel

Multimedia Multimedia PresentationPresentation

Sensory Sensory MemoryMemory

Working MemoryWorking Memory Long-Term Long-Term MemoryMemory

integratingintegratingintegratingintegrating

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Processing PicturesProcessing Pictures

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Multimedia Multimedia PresentationPresentation

Sensory Sensory MemoryMemory

Working MemoryWorking Memory Long-Term Long-Term MemoryMemory

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Processing Spoken WordsProcessing Spoken Words

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Sensory Sensory MemoryMemory

Working MemoryWorking Memory Long-Term Long-Term MemoryMemory

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Processing Printed WordsProcessing Printed Words

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prior prior knowledgknowledg

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Multimedia Multimedia PresentationPresentation

Sensory Sensory MemoryMemory

Working MemoryWorking Memory Long-Term Long-Term MemoryMemory

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Multimedia PrinciplesMultimedia Principles(based on Mayer’s research)(based on Mayer’s research)

Now for some application…Now for some application…

1. Multimedia Principle1. Multimedia Principle

Students learn better from words and Students learn better from words and pictures than from words alone.pictures than from words alone.

When the handle is pulled up, the piston When the handle is pulled up, the piston moves up, the inlet valve opens, the outlet moves up, the inlet valve opens, the outlet valve closes and air enters the lower part valve closes and air enters the lower part of the cylinder.of the cylinder.

When the handle is pushed down, the When the handle is pushed down, the piston moves down, the inlet valve closes, piston moves down, the inlet valve closes, the outlet valve opens, and air moves out the outlet valve opens, and air moves out through the hose.through the hose.

Example: Pump LessonExample: Pump Lesson

2. Spatial Contiguity Principle2. Spatial Contiguity Principle

Students learn better when corresponding Students learn better when corresponding words and pictures are presented near words and pictures are presented near rather than far from each other on the rather than far from each other on the

page or screen.page or screen.

3. Temporal Contiguity Principle3. Temporal Contiguity Principle

Students learn better when corresponding Students learn better when corresponding words and pictures are presented words and pictures are presented

simultaneously rather than successively.simultaneously rather than successively.

1.1. Cool moist air moves over a warmer surface and becomes heatedCool moist air moves over a warmer surface and becomes heated

2.2. Warmed moist air near the earth’s surface rises rapidly.Warmed moist air near the earth’s surface rises rapidly.

3.3. As the air in this updraft cools, water vapor condenses into water As the air in this updraft cools, water vapor condenses into water droplets and forms a cloud.droplets and forms a cloud.

4.4. The cloud’s top extends above the freezing level, so the upper The cloud’s top extends above the freezing level, so the upper portion of the cloud is composed of tiny ice crystals.portion of the cloud is composed of tiny ice crystals.

5.5. Eventually, the water droplets and ice crystals become too large to Eventually, the water droplets and ice crystals become too large to be suspended by the updrafts.be suspended by the updrafts.

6.6. As raindrops and ice crystals fall through the cloud, they drag As raindrops and ice crystals fall through the cloud, they drag some of the air in the cloud downward, producing downdrafts.some of the air in the cloud downward, producing downdrafts.

7.7. When downdrafts strike the ground, they spread out in all When downdrafts strike the ground, they spread out in all directions, producing the gust of wind people feel before the start directions, producing the gust of wind people feel before the start of rain.of rain.

8.8. Within the cloud, the rising and falling air currents cause electrical Within the cloud, the rising and falling air currents cause electrical charges to build.charges to build.

Example: Weather LessonExample: Weather Lesson

4. Coherence Principle4. Coherence Principle

Students learn better when extraneous Students learn better when extraneous words, pictures, and sounds are excluded words, pictures, and sounds are excluded

rather than included.rather than included.

5. Modality Principle5. Modality Principle

Students learn better from animation and Students learn better from animation and narration than from animation and on-screen narration than from animation and on-screen

text.text.

6. Redundancy Principle6. Redundancy Principle

Better transfer occurs when animation and Better transfer occurs when animation and narration are not combined with printed narration are not combined with printed text. When pictures and words are both text. When pictures and words are both presented visually, it can overload visual presented visually, it can overload visual

working memory capacity.working memory capacity.

7. Individual Differences Principle7. Individual Differences Principle

Design effects are stronger for low-Design effects are stronger for low-knowledge learners than from high-knowledge learners than from high-

knowledge learners and for high-spatial knowledge learners and for high-spatial learners than for low-spatial learners.learners than for low-spatial learners.

Credits & ReferencesCredits & References

Retrieved from the Internet:Retrieved from the Internet:• http://www.learning-theories.com/cognitivism.html• http://www.psych.ucsb.edu/people/faculty/mayer/index.php

Clark, R.C., & Mayer, R.E. (2008). Applying the multimedia principle. E-learning and the science of instruction (3rd ed., pp. 447-478). San Francisco, CA: Pfeiffer.

Mayer, R.E., & Gallini, J.K. (1990). When an illustration is worth then thousand words? Journal of Educational Psychology, 88, 64-73

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist,38(1). 43 – 52.