Embedded Files
Key Concepts
Key Concepts
Multimedia Learning
Multimedia Learning
Learning from words and pictures
Multimedia Message
Multimedia Message
Presentations involving
words and pictures
Multimedia Instruction
Multimedia Instruction
Presentations involving words and pictures intended to foster learning
How can we design effective Multimedia Instruction?
How can we design effective Multimedia Instruction?
Richard E. Mayer's set of principles outlining multimedia learning serves as a guide for structuring multimedia components to enhance learning outcomes.
Mayer's Multimedia Learning Theory is grounded in three fundamental assumptions
Mayer's Multimedia Learning Theory is grounded in three fundamental assumptions
Dual-channel Assumption
Dual-channel Assumption
Mayer posits that individuals possess distinct channels for processing auditory and visual information simultaneously.
Limited-capacity Assumption
Limited-capacity Assumption
Recognizing the finite capacity of individuals to absorb information at any given moment, the theory acknowledges the constraints on cognitive resources.
Active-processing Assumption
Active-processing Assumption
The multimedia learning theory advocates for active learner engagement, emphasizing participation in the learning process rather than passive reception of information.
Building upon these assumptions, Mayer delineates 12 principles of multimedia design, serving as a valuable checklist for designers aiming to optimize the educational experience with multimedia.
Examining the effectiveness of twelve features of multimedia lessons
Examining the effectiveness of twelve features of multimedia lessons
Coherence
Signaling
Redundancy
Spatial Contiguity
Temporal Contiguity
Segmenting
Pre-training
Modality
Multimedia
Personalization
Voice
Image
Three kinds of cognitive load
Three kinds of cognitive load
(a) Extraneous Processing
(a) Extraneous Processing
Cognitive Processing that does not serve the instructional goal and is caused by poor instructional design
(b) Essential Processing
(b) Essential Processing
Cognitive Processing that is required to represent the material in working memory and is determined by the complexity of the material
(c) Generative Processing
(c) Generative Processing
Deep cognitive processing including organizing and integrating the material
Effective instructional design depends on
techniques for reducing extraneous processing, managing essential processing, and fostering generative processing.
Created as a partial fulfillment for MMS 102
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