Multimedia Learning Theory Workshop
"SMART" Learning Objectives:
By the end of this section, you will be able to:
1) Compare and contrast the major principles of the cognitive load theory and the cognitive theory of multimedia learning.
2) Justify using multimedia learning principles in instructional design.
3) Design a presentation guided by the principles of multimedia learning.
1) Compare and contrast the major principles of the cognitive load theory and the cognitive theory of multimedia learning.
2) Justify using multimedia learning principles in instructional design.
3) Design a presentation guided by the principles of multimedia learning.
Description of Cognitive Load Theory:
The cognitive load theory addresses how new information is processed and stored by the brain, describes learning as an interplay between working and long-term memory, and emphasizes the limitations of working memory (Paas & Sweller, 2014). The five basic principles of the cognitive load theory include information storage, borrowing and reorganizing, randomness as genesis, narrow limits of change, and environmental organizing and linking (Paas & Sweller, 2014). .
Assumptions:
The information store principle of the cognitive load theory discusses storage of large amounts of information in long-term memory, and describes learning as a change in long-term memory (Paas & Sweller, 2014). The borrowing and reorganizing principle describes how vast amounts of knowledge are acquired by listening and imitating others, and integrating this borrowed information with existing knowledge (Paas & Sweller, 2014). The randomness as genesis principle deals with how new information is created by problem solving via randomly generating hypotheses and repeatedly testing them for effectiveness (Paas & Sweller, 2014). The narrow limits of change principle states that working memory has only a limited capacity to process and retain new information. These limits are important to ensure effective functioning of long-term memory (Paas & Sweller, 2014). Finally, the environmental linking and organizing principle discusses how information stored in long term memory is accessed in working memory to guide responses to stimuli from the external environment (Paas & Sweller, 2014).
The information store principle of the cognitive load theory discusses storage of large amounts of information in long-term memory, and describes learning as a change in long-term memory (Paas & Sweller, 2014). The borrowing and reorganizing principle describes how vast amounts of knowledge are acquired by listening and imitating others, and integrating this borrowed information with existing knowledge (Paas & Sweller, 2014). The randomness as genesis principle deals with how new information is created by problem solving via randomly generating hypotheses and repeatedly testing them for effectiveness (Paas & Sweller, 2014). The narrow limits of change principle states that working memory has only a limited capacity to process and retain new information. These limits are important to ensure effective functioning of long-term memory (Paas & Sweller, 2014). Finally, the environmental linking and organizing principle discusses how information stored in long term memory is accessed in working memory to guide responses to stimuli from the external environment (Paas & Sweller, 2014).
Cognitive Architecture:
According to the cognitive load theory, cognitive architecture is divided into working memory, which processes new information and organizes it into schema (Paas & Sweller, 2014). Schema are mental structures that organize the acquired knowledge. The organized schema are then integrated with what is already known in long-term memory (Paas & Sweller, 2014). Although the capacity of working memory is limited when dealing with new information, this is not the case when dealing with well-known information stored in long-term memory. According to the cognitive load theory, learning happens when newly organized and integrated schema are encoded from working memory into long-term memory (Paas & Sweller, 2014).
According to the cognitive load theory, cognitive architecture is divided into working memory, which processes new information and organizes it into schema (Paas & Sweller, 2014). Schema are mental structures that organize the acquired knowledge. The organized schema are then integrated with what is already known in long-term memory (Paas & Sweller, 2014). Although the capacity of working memory is limited when dealing with new information, this is not the case when dealing with well-known information stored in long-term memory. According to the cognitive load theory, learning happens when newly organized and integrated schema are encoded from working memory into long-term memory (Paas & Sweller, 2014).
Types of Cognitive Load:
Cognitive load refers to the amount of mental effort placed on working memory. The three types of cognitive load include intrinsic load, which refers to the innate complexity of the information to be learned and is usually fixed, extraneous load, which is secondary to improper instructional approaches that unnecessarily create excess information for learners to process, and germane load, which refers to the portion of working memory that is devoted to intrinsic rather than extraneous load and is due to the learning process (Paas & Sweller, 2014). Since intrinsic load cannot typically be altered, the overall goal of instruction based on the cognitive load theory is to diminish extraneous load by using effective instructional design principles, and maximize the germane load to ensure better learning (Paas & Sweller, 2014).
Cognitive load refers to the amount of mental effort placed on working memory. The three types of cognitive load include intrinsic load, which refers to the innate complexity of the information to be learned and is usually fixed, extraneous load, which is secondary to improper instructional approaches that unnecessarily create excess information for learners to process, and germane load, which refers to the portion of working memory that is devoted to intrinsic rather than extraneous load and is due to the learning process (Paas & Sweller, 2014). Since intrinsic load cannot typically be altered, the overall goal of instruction based on the cognitive load theory is to diminish extraneous load by using effective instructional design principles, and maximize the germane load to ensure better learning (Paas & Sweller, 2014).
Description of Cognitive Theory of Multimedia Learning:
The cognitive theory of multimedia learning is based on the assumption that learning happens best when it reflects how the human mind works, and avoids overloading the cognitive system.
The cognitive theory of multimedia learning is based on the assumption that learning happens best when it reflects how the human mind works, and avoids overloading the cognitive system.
Key Points:
The three major assumptions of this theory include dual-channels, limited-capacity, and active processing. The dual channel assumption states that there are 2 separate pathways for processing visual/pictorial and auditory/verbal information (Mayer, 2014). Although information may initially be presented in one channel, it may be mentally converted and processed in a different channel by the learner. Each of these channels in working memory can only process a limited amount of information at one time (Mayer, 2014). Finally, the active processing assumption states that learning is an active process requiring selecting relevant information, organizing it into a mental model in working memory, and integrating it with other mental models and previously known information in long-term memory (Mayer, 2014)
The three major assumptions of this theory include dual-channels, limited-capacity, and active processing. The dual channel assumption states that there are 2 separate pathways for processing visual/pictorial and auditory/verbal information (Mayer, 2014). Although information may initially be presented in one channel, it may be mentally converted and processed in a different channel by the learner. Each of these channels in working memory can only process a limited amount of information at one time (Mayer, 2014). Finally, the active processing assumption states that learning is an active process requiring selecting relevant information, organizing it into a mental model in working memory, and integrating it with other mental models and previously known information in long-term memory (Mayer, 2014)
According to the cognitive theory of multimedia learning, there are three memory stores (sensory, working, and long-term memory) responsible for the five cognitive processes necessary for meaningful learning. The five cognitive processes necessary for meaningful learning include selecting relevant words from auditory information, selecting relevant images from visual information, organizing the selected words and images into appropriate verbal and pictorial representations, and finally integrating these two representations with each other and with prior information stored in long-term memory (Mayer, 2014).
According to Mayer (2014), multimedia data initially enters sensory memory, where visual and auditory input is held as an exact replica for a very brief amount of time. Next, selected key words and images are further processed and organized into mental models in the verbal and auditory portions of working memory, which has a limited capacity to hold new information and can only retain information for a short amount of time. In working memory, the organized visual and auditory mental models are integrated with each other and with prior information activated from long-term memory. Finally, the newly constructed knowledge is transferred into long-term memory for storage. Long-term memory is a permanent storage repository where vast amounts of knowledge can be held over long periods of time (Mayer, 2014).
Alignment with the Cognitive Load Theory:
Both the cognitive load theory and the cognitive theory of multimedia learning address biologically secondary knowledge, which unlike biologically primary knowledge, requires conscious mental effort on the part of the learner (Paas & Sweller, 2014). Both theories discuss the role of human cognitive structure in learning, and discuss the limited capacity of working memory in processing new information (Paas & Sweller, 2014). Both theories emphasize that good instructional design is essential to ensure that the majority of working memory capacity is available for processing relevant information for meaningful learning and transfer (Mayer, 2014). In addition to the concept of cognitive load, the cognitive theory of multimedia learning also discusses principles relevant to the cognitive processing of auditory and visual multimedia messages, and adds sensory memory to the cognitive architecture described by the cognitive load theory (Mayer, 2014).
Both the cognitive load theory and the cognitive theory of multimedia learning address biologically secondary knowledge, which unlike biologically primary knowledge, requires conscious mental effort on the part of the learner (Paas & Sweller, 2014). Both theories discuss the role of human cognitive structure in learning, and discuss the limited capacity of working memory in processing new information (Paas & Sweller, 2014). Both theories emphasize that good instructional design is essential to ensure that the majority of working memory capacity is available for processing relevant information for meaningful learning and transfer (Mayer, 2014). In addition to the concept of cognitive load, the cognitive theory of multimedia learning also discusses principles relevant to the cognitive processing of auditory and visual multimedia messages, and adds sensory memory to the cognitive architecture described by the cognitive load theory (Mayer, 2014).
In the cognitive theory for multimedia learning, there are three major demands on a learner’s working memory capacity when learning new material, which are similar to the load conditions described in the cognitive load theory (Mayer, 2014). The first demand is extraneous processing, which is similar to extraneous load in the cognitive load theory, and refers to the effort invested in processing information not relevant to the learning goal, usually introduced by improper instructional design (Mayer, 2014). The second demand is essential processing, which similar to intrinsic load, refers to the effort needed to represent essential content in working memory, and is caused by the complexity of the information presented (Mayer, 2014). The third demand is generative processing, which is similar to germane load, and represents cognitive processing such as self-explanation and metacognition necessary for making sense of the new information (Mayer, 2014). According to the cognitive theory of multimedia learning, the goal of instruction is to decrease extraneous processing, manage essential processing, and encourage generative processing (Mayer, 2014).
Description of Multimedia Instructional Design Principles:
Extraneous overload occurs when extraneous cognitive processing, which is needed to overcome non-relevant or confusing material, and essential processing, which is needed to understand the essential material, exceeds a learner’s working memory capacity, preventing the learner from understanding new material (Mayer & Fiorella, 2014). The three multimedia learning principles we will discuss in the final video below (coherence, signaling, and spatial contiguity) help to minimize extraneous overload.
Coherence Principle:
The coherence principle states that people learn best when extraneous information not relevant to the learning goals is eliminated (Mayer & Fiorella, 2014). The coherence principle works by decreasing extraneous processing, which frees up limited working memory capacity for actively processing essential material (Mayer & Fiorella, 2014).
The coherence principle states that people learn best when extraneous information not relevant to the learning goals is eliminated (Mayer & Fiorella, 2014). The coherence principle works by decreasing extraneous processing, which frees up limited working memory capacity for actively processing essential material (Mayer & Fiorella, 2014).
Signaling Principle:
The signaling principle states that people learn better from a multimedia talk when key points are highlighted (Mayer & Fiorella, 2014). This can either be done visually with arrows, bold text, or different colors, or verbally by emphasizing certain words. Signaling works by drawing a learner’s attention to the key points, which decreases extraneous load by reducing the amount of irrelevant information coming in (Mayer & Fiorella, 2014). Signaling helps in the selection phase of learning in the cognitive theory of multimedia learning by allowing only selected relevant material to be inputted into the visual and verbal channels of working memory, which frees up limited working memory capacity for organizing and encoding this essential information into long-term memory (Mayer & Fiorella, 2014).
The signaling principle states that people learn better from a multimedia talk when key points are highlighted (Mayer & Fiorella, 2014). This can either be done visually with arrows, bold text, or different colors, or verbally by emphasizing certain words. Signaling works by drawing a learner’s attention to the key points, which decreases extraneous load by reducing the amount of irrelevant information coming in (Mayer & Fiorella, 2014). Signaling helps in the selection phase of learning in the cognitive theory of multimedia learning by allowing only selected relevant material to be inputted into the visual and verbal channels of working memory, which frees up limited working memory capacity for organizing and encoding this essential information into long-term memory (Mayer & Fiorella, 2014).
Spatial Contiguity Principle:
The spatial contiguity principle states that people learn better when words are placed next to the images they describe, rather than when words and corresponding images are separated from each other on the page or screen (Mayer & Fiorella, 2014). This principle is justified by the cognitive load theory. Flipping between pages or screens to connect words with images causes the learner to split his/her attention between two sources of information, and results in high extraneous load (Mayer & Fiorella, 2014). According to the cognitive load theory, increased extraneous load leads to less working memory capacity for making sense of the material, or decreased germane load (Paas & Sweller, 2014). When words are placed next to the pictures they describe, less effort is needed to scan between two sources of information, diminishing extraneous load (Mayer & Fiorella, 2014). Integrating text with graphics in the spatial contiguity principle provides a more coherent learning experience and allows learners to devote time to understanding the material (Mayer & Fiorella, 2014)
The spatial contiguity principle states that people learn better when words are placed next to the images they describe, rather than when words and corresponding images are separated from each other on the page or screen (Mayer & Fiorella, 2014). This principle is justified by the cognitive load theory. Flipping between pages or screens to connect words with images causes the learner to split his/her attention between two sources of information, and results in high extraneous load (Mayer & Fiorella, 2014). According to the cognitive load theory, increased extraneous load leads to less working memory capacity for making sense of the material, or decreased germane load (Paas & Sweller, 2014). When words are placed next to the pictures they describe, less effort is needed to scan between two sources of information, diminishing extraneous load (Mayer & Fiorella, 2014). Integrating text with graphics in the spatial contiguity principle provides a more coherent learning experience and allows learners to devote time to understanding the material (Mayer & Fiorella, 2014)
References:
- Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (p. 43-71). New York, NY: Cambridge University Press.
- Mayer, R. E., & Fiorella, L. (2014). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (p. 279-309). New York, NY: Cambridge University Press.
- Paas, F., & Sweller, J. (2014). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (p. 27-42). New York, NY: Cambridge University Press.
Final Video:
In this video we will discuss the cognitive load theory and the cognitive theory of multimedia learning, and demonstrate the coherence, signaling, and spatial contiguity principles to decrease extraneous load in our learners. We will end with a demonstration of using refutation to guide conceptual change in medical education.
In this video we will discuss the cognitive load theory and the cognitive theory of multimedia learning, and demonstrate the coherence, signaling, and spatial contiguity principles to decrease extraneous load in our learners. We will end with a demonstration of using refutation to guide conceptual change in medical education.