Krista GreearAssistant DirectorDisability Resources for Studentsgreeark@uw.edu

Cognitive Theory of Multimedia Learning

>Been in industry since 2007>Working on Masters since 2014

Backstory

Agenda>Theory>Reaction>Analysis >So what?

Cognitive Theory of Multimedia Learning

>Hypothesis: learning by pictures and words is better than words alone

>How to maximize learning when using pictures and words

Words>Printed text>Spoken text

Pictures

Cognitive Theory of Multimedia Learning

Cognitive Theory of Multimedia Learning

Why So Interesting?>Convert textbooks and documents

into accessible formats>Convert videos into accessible

formats>Work with websites as needed

All I do is work with multimedia!

(1) Dual-channel>a channel for processing

visual/pictorial (pictures) >a separate channel for

processing auditory/verbal (words)…

– Baddeley’s theory of working memory

– Paivio’s dual coding theory

(2) Limited capacity >…each channel has a limited

capacity and…

– Sweller’s cognitive load theory

(3) Active-processing>…active learning occurs when

learner engages in cognitive processing (Moreno & Mayer, 2002).

– Cognitive theory

What’s the Problem?

(1) Dual-channel>a channel for processing

visual/pictorial (pictures) >a separate channel for

processing auditory/verbal (words)…

Concerns>Assumes that both channels

work similarly across all humans– Blind? Deaf? Auditory processing

disorders? Deaf-Blind? Traumatic brain injuries? Learning disabilities?

>What about tactile? Where’s that “channel”?

(2) Limited capacity >…each channel has a limited

capacity and…

Likes>Emphasizes cognitive load

theory

Concerns>Does not account for differences

in capacity in two channels– Blind humans often listen to

content 2-3 times faster than non-blind humans

(3) Active-processing>…active learning occurs when

learner engages in cognitive processing (Moreno & Mayer, 2002).

>Neuroplasticity

General Concerns

General Concerns> Individual differences

– Although human brains all share the same basic recognition architecture and recognize things in roughly the same way, our recognition networks come in many shapes, sizes, and patterns. In anatomy, connectivity, physiology, and chemistry, each of us has a brain that is slightly different from everyone else’s. (Rose & Meyer, 2002, p. 17).

“Evidence-based” Principles of CTML

Coherence Principle>Use simpler visuals to promote

understanding>Avoid irrelevant graphics, stories,

and lengthy text>Avoid irrelevant videos, animations,

music, stories, and lengthy narrations

Contiguity Principle> Integrate text nearby the graphic on

the screen>Avoid covering or separating

information that must be integrated for learning

>Allow learners to play an animation before or after reviewing a text description

Segmentation Principle>Break content down into small topic

chunks that can be accessed at the learner’s preferred rate (using a continue or next button)

>Use a continue and replay button on animations that are segmented into short logical stopping points

Multimedia Principle>Use relevant graphics and text to

communicate content>Use explanatory visuals that show

relationships among content topics to build deeper understanding

Redundancy Principle>Do not present words as both

onscreen text and narration when there are graphics on the screen

Implications

Universal Design for Learning>accommodate the widest spectrum of

users without individual adaptation or specialized design (Rose & Meyer, 2002)

>addressing the divergent needs of special populations increase[s] usability for everyone (p. 71)

Intellectual Crisis>CTML (theory) vs UDL (framework)> Instructional Design vs Disability

Services>Research vs reality

Need Cross Collaboration