A cognitive Theory of Multimedia Learning

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Chapter 3: A cognitive Theory of Multimedia Learning
Mayer, R. E. (2001). Multimedia learning. Cambridge, UK: Cambridge University Press.
Keywords: Mayer, SOI, dual channel, limited-capacity, active processing, sensory memory, working memory, long-term memory.

In this chapter Mayer goes over the cognitive theory of multimedia learning, by describing three assumptions of human information processing (dual-channel, limited-capacity and active processing (his own proposal) and five cognitive steps that are involved in this process (an extended version of the SOI model, I would say).
He addresses the chapter (and the book itself) to people interested in the design of learner centred multimedia learning environments under three premises:

1. Intelligibility. Derived from a cognitive theory
2. Plausibility. Consistent with empirical research
3. Applicability. Applicable to a wide variety of multimedia learning situations.

Useful quotes

• Multimedia messages that are designed in light of how the human mind works are more likely to lead to meaningful learning than those that are not. P41
• According to the criterion of intelligibility the design of multimedia environments should be compatible with how people learn (…) principles of multimedia design should be sensitive to what we know about how people process information. P42
• Sensory memory allows for pictures and printed text to be held as exact visual images for a very brief time period in a visual sensory memory. P43
• Working memory is used for temporarily holding and manipulating knowledge in active consciousness. P44
• Long-term memory can hold large amounts of knowledge over long periods of time. P45
• In accord with limited-capacity assumption working memory is limited in the amount of knowledge it can process at one time, so that only a few images can be held in the visual channel of working memory and only a few sounds can be held in the auditory channel of working memory. P45
• The dual channel assumption is that humans possess separate information processing channels for visually represented material and auditorily represented material. P46
• The sensory-modality approach focuses on whether learners initially process the presented materials through their eyes (such as for pictures, video, animation, or printed words) or ears (such as for spoken works or background sounds).P46
• The presentation-mode approach focuses on whether the presented stimulus is verbal (such as spoken or printed words) or nonverbal (such as pictures, video, animation or background sounds). P46
• Sensory modalities approach focuses on the distinction between auditory and visual representations, the presentation. Mode approach focuses on the distinction between verbal and nonverbal representations. P46
• (…) on screen text may initially be processed in the visual channel because it is presented to the eyes, but an experienced reader may be able to mentally convert the images into sounds that are processed through the auditory channel. P48
• Some basic knowledge structures include process, comparison, generalization, enumeration, and classification. P51
• Understanding a multimedia message often involves constructing one of these kinds of knowledge structures. P51

Processes involved in active learning.

1. Selecting. Selection of relevant material occurs when a learner pays attention to appropriate words and images in the presented material. P52
2. Organizing. Organizing selected material involves building structural relations among the elements. P51
3. Integrating. Integrating selected material with existing knowledge involves building connections between incoming material and relevant portions of prior knowledge. P51

• For meaningful learning to occur in a multimedia environment, the learner must engage in five cognitive processes (1)selecting relevant words for processing in verbal working memory, (2) selecting relevant images for processing in visual working memory, (3) organizing selected words into a verbal mental model, (4) organizing selected images into a visual mental model, and (5) integrating verbal and visual representations as well as prior knowledge. P54

• Perhaps the most crucial step in multimedia learning involves making connections between word-based and image-based representations. P57
Alberto Ramirez Martinell