Introduction to Multimedia Learning

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Chapter 1: Introduction to Multimedia Learning

Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning. USA, Cambridge University Press.

Key words: Multimedia Learning, Design, Mayer, Active Learning, Outcomes, Metaphores, Technology, Learner-centred.

In the Preface of this Handbook, Mayer explains its intention and describes the way the chapters are structured, based on six values: research based, theory grounded, educationally relevant, comprehensive, timely, and readable.

In Chapter 1: Introduction to Multimedia Learning, which is an updated and complemented version of chapter 1: The Promise of Multimedia Learning, in Multimedia Learning, Mayer describes some of the key concepts that are involved in the handbook: Multimedia, Multimedia learning and Multimedia instruction. Then he states some questions about the use of words and pictures to promote learning, and tackles orderly the following ideas:

Three Views of multimedia messages: Delivery Media view, Presentation Modes View and the Sensory Modalities View.

Two Views of multimedia Design: Technology-centred approach and Learner-centred approach (in this part he also gives a very interesting historical review of why not to use the technology-centred approach).

Three Metaphors of Multimedia Learning (one more than in the book of Multimedia Learning): Response Strengthening, Information acquisition, and Knowledge Construction.

Three kinds of Multimedia Learning Outcomes: No learning, Rote Learning, and Meaningful Learning.
Two Kinds of Active Learning: Behavioural activity and Cognitive activity.
Two major phases in the use of computer technology: Automation and Augmentation
On the whole he favours a sensory modality view, learner-centred approach, with a knowledge construction metaphor that peruses meaningful learning by means of a cognitive activity.
Useful quotes:

• People can learn more deeply from words and pictures than from words alone (P1)
• Presenting both is like presenting the material twice –giving the learner twice as much exposure to the explanation. (P4)
• …understanding occurs when learners are able to build meaningful connections between visual and verbal representations… (P5)
• In the process of trying to build connections between words and pictures, learners are able to create a deeper understanding than from words or pictures alone. (P5)
• Learner-centred approaches begin with an understanding of how the human mind works and ask “How can we adapt multimedia to enhance human learning? (P9)
• …anything invented by humans for the purpose of improving thought or action counts as an artefact (P9).
• …learning is based on building connections, so “what is learned” is that a certain response is connected to a certain situation… the learner’s job is to make a response and receive feedback on the response P(11).
• Understanding is ability to construct a coherent mental representation from the presented material (P13)
• Research on learning shows that meaningful learning depends on the learner’s cognitive activity during learning rather than on the learner’s behavioural activity during learning (P13)

Ideas to consider

• … these reports of development efforts are generally based on best practices and informal case studies … lack of scientific research evidence… (P.ix) What is needed is a research-based understanding of how people learn from words and pictures and how to design multimedia instruction that promotes learning. (P6)
• I reject the delivery media view because it focuses on the technology rather than on the learner. (P2)
• …people do not necessarily learn better when the speaker’s image is on the screen. (P7)
• People do not necessarily learn better from animation than from static diagrams (P7).
• Instead of adapting technology to fit the needs of human learners, humans were forced to adapt to the demands of cutting-edge technologies (P9).

Questions he asks in this chapter

• Do students learn more deeply from words and pictures than form words alone? (P3)
• What are the consequences of adding pictures to words? (P4)
• What happens when instructional messages involve both verbal and visual modes of learning? (P4)
• What affects the way that people learn form words and pictures?(P4)
• How can multimedia presentations foster meaningful learning? (P4)
• Why might two channels be better than one? (P4)
• Which type of active learning promotes meaningful learning? (p14)

Alberto Ramirez Martinell