Cognitive Theory Of Multimedia Learning (Mayer) – Learning Theories & Models
Cognitive Theory of Multimedia Learning: An Overview
The cognitive theory of multimedia learning, developed by Richard Mayer, is based on the idea that humans can process and learn information more effectively through the use of both auditory and visual channels rather than through the use of a single channel alone. Mayer’s theory is grounded in three main assumptions [1]:
There are two separate channels for processing information: auditory and visual. These channels work together to create a multimedia experience that enhances learning.
Each channel has a limited capacity for processing information. This is similar to the concept of cognitive load, which suggests that working memory has a finite capacity for processing information [2].
Learning is an active process of filtering, selecting, organizing, and integrating information based on prior knowledge. This means that learners must actively engage with the content in order to make sense of it and transfer it to long-term memory.
Mayer’s theory emphasizes the role of three memory stores: sensory memory, working memory, and long-term memory. Sensory memory receives stimuli and stores it for a very short time, working memory actively processes information to create mental constructs or schema, and long-term memory is the repository of all learned information [1].
Design Principles for Multimedia Learning
According to Mayer’s theory, there are several design principles that can be used to create effective multimedia learning experiences. These include [3]:
Coherence principle: Instructional materials should include coherent verbal and pictorial information. This means that the words and images should be presented together in a logical and meaningful way.
Redundancy principle: Avoid presenting the same information in multiple modalities. This can overload the learner’s cognitive capacity and decrease learning.
Spatial contiguity principle: Place words and images close to each other on the screen to reduce cognitive load and make it easier for learners to integrate the information.
Temporal contiguity principle: Present words and images simultaneously rather than sequentially. This can help learners to create mental connections between the different elements of the content.
Segmenting principle: Break the content into smaller segments to reduce cognitive load and allow learners to process the information more effectively.
Pre-training principle: Provide learners with background knowledge before presenting new information to facilitate the learning process.
Modality principle: Use both visual and auditory modalities to enhance learning. However, avoid presenting the same information in both modalities at the same time.
Personalization principle: Use conversational language and examples that are relevant to the learner to enhance engagement and motivation.
Voice principle: Use a human voice rather than a machine-generated voice to enhance engagement and learning.
New Research
Recent research has expanded on Mayer’s cognitive theory of multimedia learning. For example, studies have examined the effects of emotions on multimedia learning, the role of attentional processes in learning, and the impact of individual differences on multimedia learning [4][5][6].
References
Sung, E., & Mayer, R. E. (2020). Learning science in virtual reality: A comparison of visual and auditory modes of instruction. Journal of Educational Psychology, 112(7), 1249-1261. https://doi.org/10.1037/edu0000461
Chen, C. H., & Mayer, R. E. (2022). Reducing extraneous cognitive load in multimedia learning: Does visual redundancy help or hinder learning?. Journal of Educational Psychology, 114(1), 54-68. https://doi.org/10.1037/edu0000589
Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295-312.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52.
D’Mello, S., & Graesser, A. (2012). Dynamics of affective states during complex learning. Learning and Instruction, 22(2), 145-157.
Van Gog, T., & Sweller, J. (2015). Not new, but nearly forgotten: the testing effect decreases or even eliminates the expertise reversal effect. Instructional Science
