Cognitive Theory of Multimedia Learning

Category: Education

Presentation Description

An overview of the theory as presented by Christian Avalon, Tonia Dousay, and I-Yung Hou for EDIT8150: Instructional Message Design at the University of Georgia.


By: ismayilnurs (108 month(s) ago)


By: arushi2010 (116 month(s) ago)

Very educative!

By: amankohli (116 month(s) ago)

good work

Presentation Transcript

Slide 1: 

Cognitive Theory of Multimedia Learning CitM Productions

What is Multimedia Learning? : 

What is Multimedia Learning?

CTML: Overview : 

CTML: Overview

Cognitive Processes : 

Cognitive Processes

Processing Pictures : 

Processing Pictures

Processing Spoken Words : 

Processing Spoken Words

Processing Printed Words : 

Processing Printed Words

CTML Researchers: Mayer : 

Richard Mayer Ph.D. in Psychology University of Michigan 1973 Professor of Psychology University of California at Santa Barbara Cognitive Theory of Multimedia Learning CTML Researchers: Mayer

CTML Researchers: Moreno : 

Roxana Moreno Ph.D. in Psychology University of California at Santa Barbara 1999 Associate Professor of Educational Psychology University of New Mexico Cognitive theories in educational technology CTML Researchers: Moreno

CTML Researchers: Sweller : 

John Sweller Ph.D. in Psychology University of Adelaide 1972 Emeritus Professor of Education University of New South Wales Cognitive Load Theory CTML Researchers: Sweller

CTML Researchers: Plass : 

Jan Plass Ph.D. in Educational Technology Erfurt University 1994 Associate Professor of Educational Communication and Technology New York University Cognitive science, learning sciences, and design CTML Researchers: Plass

CTML Researchers: Schnotz : 

Wolfgang Schnotz Ph.D. in Education Technische Universität Berlin 1978 Director of the Center for Multimedia, Head of Education Graduate School Universität Koblenz-Landau Integrative model of text and picture comprehension CTML Researchers: Schnotz

Significant Studies : 

Mayer, R.E., & Anderson, R.B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology. 83, 484-490. Moreno, R. & Mayer, R.E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology. 92(1), 117-125. Significant Studies

Significant Studies : 

Pass, F., Renkl, A., &Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science. 32, 1-8. Plass, J.L., Chun, D.M., Mayer, R.E., &Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology. 90, 25-36. Significant Studies

Basic Principles : 

multimedia split-attention modality redundancy segmenting, pre-training, and modality coherence, signaling, spatial contiguity, and redundancy personalization, voice, and image Basic Principles

Advanced Principles : 

guided-discovery worked-out example collaboration self-explanation animation and interactivity navigation site map prior knowledge cognitive aging Advanced Principles

Sample #1 : 

Sample #1 multimedia temporal contiguity voice

Sample #2 : 

Sample #2 multimedia modality pre-training segmenting coherence, signaling temporal contiguity split-attention personalization, voice, image redundancy

Sample #3 : 

Sample #3 coherence signaling spatial contiguity segmenting multimedia



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