Introduction
Elementary hypotheses on multimedia learning and cognitive theory have differed with the introduction of motion pictures. The Cognitive Theory of Multimedia Learning depicts how students or rather people learn from pictures, words and motions based on the notion that, every individual possess a unique channel of processing verbal and visual information.
Literature Review
In the literature review, there are a number of studies done on the impacts of multi-media learning on the process of maintaining gathered information, depending on the information gathered. In cognitive multimedia learning, people learn from pictures, and words (Mayer, 2000).For many years now, people only depended on verbal words, and printed words, however, today, the technology world has made it possible by adding pictures and graphics to the words through technological advances
Background
Numerous theorists have ventured in looking for the rationale of the multimedia theory of learning. For instance, Paivio, Baddeley, Sweller, and Chandlerhave studied the theory. However, the Cognitive Theory of Multimedia Learning from Mayer has become the most celebrated and practiced theory (Sorden, 2005). Therefore, multimedia learning supports the human cognitive process because it makes learning easier. The cognitive theory of multimedia learning integrates several concepts from the science of learning.
Researchers defined Cognitive theory of multimedia learning
The first theorist to describe the dual processing cognitive theory was Allan Paivio. Pavio asserts, “verbal and visual stimuli are processed separately, but concurrently in working memory” (Paivio, 1991). It indicates that, one can learn about something or an item by hearing about it as well as seeing the item. Therefore, the verbal and the visual are connected because, one has to perceive what they hear, because after seeing it, they will be able to visualize it each time they talk about it (Mayer 2003). Therefore, cognitive theory has been made possible through multimedia learning. Nonetheless, in multimedia learning, students are engaged in their cognitive process which are, selecting, organizing and integrating the information at hand.
Cognitive theory
According to the theory, the human memory uses two channels while processing information; the visual, and auditory, which is also known as the Dual-Coding theory. A learner gets information through the ears and the eyes which now enter into the working memory.
Dual coding
Dual coding theory suggests that, the verbal and visual stimuli work together, even though they are separately processed. The dual coding processing theory was first described by Allan Paivio. According to him, the visual and spoken stimulus is developed separately, but they work together in an individual’s memory (Paivio and Clark, 1991). The authors’ further note that, the illustration and verbal processes are connected and with both, one can be sure of what they imagine or talk about. For instance, one can hear of the word an airplane; it is one thing hearing and the other seeing the airplane. Therefore, it is one thing hearing the word an airplane and trying to imagine it, and another thin seeing the airplane and knowing what it exactly looks like. Therefore, dual decoding is a cognitive process whereby, one hears of something and visualizes it at the same time in order to see if his/her imaginations of the item are true or match because visual and verbal are related.
Cognitive load
Cognitive load is the total quantity of mental activities imposed on a person working memory at the same time. According to John Sweller, “Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance” (1994). Sweller In his theory on cognitive load, talks of the limitations of the working memory and the information processing theory.
Working memory
The working memory is the brain that is the active part of the memory system. According to Baddeley, the working memory has two subordinate elements which are the visuo-spatial sketch pad and the phonological loop. The two elements process the visual and verbal information respectively (1992). In addition, humans can hold a few elements in the working memory, because it is limited in holding and retaining information (Schuler, Scheiter& van Genuchten, 2011).
A production System theory of Knowledge and Learning
Technology and the Instructional Design is another learning process that related with the theory of cognitive multimedia learning. The Instructional Design and Technology facilitates learning through the use of learning and scheme in the development of information. The correlation between Cognitive Theory of Multimedia Learning and Multimedia Principle is that both processes have two differential mental representations that are a mental model and a visual model and make the connection between them (Mayer, 2003). Nonetheless, in cognitive multimedia learning, students take on their cognitive process which are, selecting, organizing and integrating the information at hand, and this has generated a number if experiments that yielded to ten principles of how students can use multimedia in learning.
Multimedia instructional Principles
- The Multimedia Principle:
This principle entails that, people not only learn from words, but from both words and pictures. In addition, according to this principle, an explanation is better presented using two modes than one. According to Mayer, the multimedia principle states that, students can learn effectively from both words and pictures other than from words alone (Mayer 2003). Students who listen to narrations at the same time viewing it generate useful solutions to subsequent problems compared to those who only listen without viewing. (1992). Similarly, students who read texts that contain illustrations and graphics near the explanations provide more useful solutions to the problem solving tests than those who just simply read the text without any illustrations. This means that, there is a multimedia effect that helps the students to best understand the text, meaning the multimedia effect is consistent with the cognitive theory of multimedia learning because of the differences in the students.
- Contiguity Principle:
After a number of studies, many scientists have come up with a conclusion that, people can understand the explanation of something if they imagine it same time when they view it. When an explanation of something is given, it becomes more understandable when a multimedia explanation is given as well as the corresponding pictures and words. For instance, students better understand explanations when the presentation is done with corresponding pictures than when it is done independently. A contiguity result is felt when students listen and view at the same time. The result here is consistent with the cognitive theory of multimedia learning since, according to the study, the subsequent words and pictures were used in a working memory at the same time, and they interrelated.
- Coherence Principle:
According to Mayer, the coherence principle is based on the theory that, students learn better from a consistent summary that highlights the most significant points while accompanied by the imaginations from the longer version. For instance, the students who read text that explain the steps of making an item along with the corresponding illustrations learn faster compared to students who read the text without any additional information (Clark and Mayer, 2011). The effect felt here is constant with the theory in which the learner can get relevant information from a shorter presentation with illustrations than a presentation without illustrations.
- Modality Principle
The modality principle is a principle that compares between the spoken and printed words. In addition, it supports the notion that, spoken words are more helpful in learning compared to printed words. According to Mayer and Moreno, “students performed better on transfer tests after receiving a narrated animation on lightning formation than after receiving the same animation with on-screen captions that contained the same words as the narration” (1999).
- Redundancy Principle
The redundancy principles based on the idea that, multimedia learning is more effective and productive when students are allowed to use shorter presentations with selected relevant information other than writing longer presentations that might be irrelevant to them. Sorden notes that, precious time might be wasted by students in the learning process if they are to write redundant presentations that are long (2012).
- Personalization Principle
According to Mayer, students can learn faster and effectively from multimedia lessons while in a big group where they interact, than in small groups of individually (2003). Additionally, multimedia teachings are more effective when a big group of people interacts or learning agents are used in a conventional style rather than using a formal style. When learning is done in a big group, people can interact freely, and a lot can be gained by the students since they are allowed to express their views during the learning process.
- Interactivity Principle
The interactive principle is based on the notions that, people can choose to control the amount of ideas that can help them learn effectively when they receive a continuous presentation (Mayer & Johnson, 2008).
- Signaling Principle
The signaling principle is based on the cues available at that learning session. Signaling of visual material includes arrow, flashing and spotlighting. In addition, according to the signaling principle of multimedia learning and cognitive theory, people can learn better when the important words are highlighted. Mayer makes it clear that, pictures and words have to be combined to make cognitive learning easy (Mayer, 1997).
- Spatial Contiguity Principle
According to Mayer, the spatial contiguity principle is about people learning with words in addition to the corresponding pictures. Mayer notes, that, people who “learn better when combining pictures and words are presented near rather than far from each other on the page or screen” (2002).
- Temporal Contiguity Principles
According to the temporal contiguity principle, a person’s mind can only be able to capture a small part of the information after hearing a text because the memory is always at work (Mayer, 2010). The mind is always at work, and it easily forgets what was heard, and so this might affect the learning process due to lack of visualization.
Conclusion
In conclusion, the cognitive theory of multimedia learning is a famous cognitive theory introduced by Richard Mayer in the 1990s. The study of cognitive science is vital and has made a lot of models that suggests ways in which information is planted in the memory, and for how long it can stay there. The cognitive theory of multimedia learning has continued to evolve within the body of researchMayer et.al has developed.
References
Baddeley, A. (1992). Working memory Still Working? European Psychologist, 7(2), 87-97
Clark, J. M. &Paivio, A. (1991).Dual coding theory and education.Educational Psychology Review, 3, 149-210.
Clark, R. C., and Mayer, R. E. (2011).E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (3rd Ed.). San Francisco, CA: John Wiley & Sons
Mayer, R. (2003). Nine ways to reduce cognitive load in multimedia learning.Educational Psychologies, 38 (1), 43-52.
Mayer, R. E. & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444-452.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions. Educational Psychologist, 32, 1-19.
Mayer, R. E. (2010). Merlin C. Wittrock's enduring contributions to the science of learning. Educational Psychologist, 45(1), 46-50.
Mayer, R. E., & Johnson, C. I. (2008).Revising the redundancy principle in multimedia learning.Journal of Educational Psychology, 100, 380-386.
Moreno, R. and Mayer, R. E. (1999). Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity. Journal of Educational Psychology 91(2), 358-368.
Schuler, A., Scheiter, K., & van Genuchten, E. (2011). The role of working memory in multimedia instruction: Is working memory working during learning from text and pictures? Educational Psychology Review, 23(3), 389-411.
Sorden, S. D. (2005). A cognitive approach to instructional design for multimedia learning.Informing Science: the International Journal of an Emerging Tran discipline, 8, 263-279. Retrieved fromhttp://go.galegroup.com/ps/i.do?id=GALE%7CA205363450&v=2.1&u=westerniul&it=r&p=EAIM&sw=w&asid=b92d1bfdc28e20a90bd9960d1e8f1c72
Sweller, J. & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185-233.
