Study Guide to Mayer's
12 Multimedia Principles
What is Multimedia Learning?
The theory of multimedia learning is that people learn better from words and graphics than words alone. Words and graphics can take the form of any media: words can be in written or spoken form, whereas graphics can be static or dynamic. However, not all media are created equal. Evidenced-based research has uncovered 12 basic principles of multimedia instructional design that effectively aid people in their understanding of educational content. These 12 principles are based on scientific evidence of how people learn best.
How People Learn
The 12 basic principles are based on the cognitive theory of multimedia learning which encompasses three core assumptions:
Dual-Channel processing
People have separate cognitive channels for processing visual and auditory information.
Limited Capacity
Each of these channels has a limited capacity to hold incoming information in working memory.
Active Processing
Learning occurs when information is organized into coherent structures and integrated with other knowledge.
Types of Memory
The Cognitive Theory of Multimedia Learning highlights three memory stores that are activated during learning. Sensory memory takes in, and stores for a brief time period, raw information from the outside world. Working memory is the main stage for multimedia learning. It is here that selected information is organized into coherent structures and models. It is also in working memory that prior information stored in long-term memory (which has an unlimited capacity) is drawn on and integrated with the new information.
Types of Cognitive Processing/Load
To help learners effectively select, organize, and integrate information, it's important for instructional designers to consider three types of cognitive processing/demands that are experienced during learning: extraneous, essential, and generative.
Extraneous
"Extraneous processing refers to cognitive processing that does not support the instructional goal and is caused by poor instructional design." It includes any material that distracts learners from essential information.
Essential
"Essential processing refers to cognitive processing aimed at mentally representing the presented material in working memory and is caused by the complexity of the material." This type of processing pertains to attending to, selecting, and organizing information into coherent structures and models in working memory.
Generative
"Generative processing refers to cognitive processing aimed at making sense of the presented material and is caused by the learner's motivation to learn." This type of processing involves the integration of prior knowledge from longterm memory to create or reorganize mental models.