The cognitive theory of multimedia learning interprets that people learn more through words and pictures rather than words alone. Yet what does this conclude to our instructors and students?

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Cognitive Theory of
Multimedia Learning
Alondra E.

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Theoretical Founders
 Richard
Mayer
 Cognitive
 Alan
Baddeley
 Working
 Allan
Theory of Multimedia Learning
Memory
Paivio
 Dual-Coding
 John
Theory
Sweller
 Cognitive
Load Theory

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Components:
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Dual-channel: the structure of visual and auditory channels
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Limited capacity: the processing capacity in memory
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Three memory stores:
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Sensory – allows us to perceive information
Working – consciously process information
Long-term – stores out knowledge base
Five cognitive processes of selecting, organizing and
integrating:
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Selecting words
Selecting images
Organizing work
Organizing images
Integrating new knowledge with prior knowledge

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How we learn and how the brain
works:

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Multimedia Principle:
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“People learn more deeply from words and pictures than from
words alone” ~Mayer
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Multimedia supports the way the human brain learns.
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Multimedia instructional design is used for cognitive research in
order to combine words and pictures to increase learning
proficiency.
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The brain selects and organizes information in order to produce
mental constructs from words, pictures and audio.

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Teaching according to C.T.M.L.
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Designing multimedia lessons requires an instructor to provide
multimedia instructional methods that are NOT technologycentered.
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The instructional method is suppose to drive the technology to
deliver the perspectives of the learner without creating limitations.
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For instance, the usage of radios, televisions, computers and the
internet were introduced into schools to improve education
because they were perceived as better tools. However, the form of
instruction the students are receiving is what matters not the
technology being used.
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Instructors shouldn’t create unnecessary activities with loads of
information in a lesson because it is only going to prevent the
student from acquiring the needed information that is suppose to
be learned.

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The students according to C.T.M.L.
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From “no learning” to “rote learning” to what Mayer considers
“active learning,” a student is meant to construct knowledge from
meaningful learning.
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Students learn and perform better with problem-solving exams that
include learning words with pictures.
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Transfer learning: previous learning affects new learning
Problem solving transfer: previous learning affects the ability to solve
new problems.
As new multimedia technology emerges faster than the developing
instructional methods, students begin to migrate towards
computer-based media.
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Instructional multimedia games and simulations
Mobile learning
PDF textbooks and scholarly articles
Learning modules

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For future teachers:
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The cognitive theory of multimedia learning is a learnercentered theory with a cognitive constructivist orientation that
focuses on finding effective instructional methods.
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“Learning is personal and cannot be directly observed because
it happened with the learner’s cognitive system…” not the
instructors.
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Learning is inferred through a change in behavior.
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Performance in activities or on examinations.

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References
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http://sorden.com/portfolio/sorden_draft_multimedia2012.pdf
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http://books.google.hr/books?id=ymJ9ow_6WEC&printsec=frontcover&dq=Mayer,+Richard+E.+Multim
édia+learning&hl=hr&ei=XMNrTeSmG43ItAbaprn3DA&sa=X&o
i=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=o
nepage&q&f=false
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http://www.learning-theories.com/cognitive-theory-ofmultimedia-learning-mayer.html