The Cognitive Theory of Multimedia Learning

The cognitive theory of multimedia learning, which is developed by Richard Mayer, suggests that the use of words and graphics help people learn better by forming mental representations. This theory consists of three assumptions; the dual channel, the limited capacity and the active processing assumption. The dual channel assumption claims that the information is processed through two channels; auditory and visual. According to the limited capacity assumption, each of these channels has a limited capacity and the learning should occur through taking few information at once. The active processing assumption claims that learning is filtering, selecting, organizing and integrating information based on previous knowledge. Mayer’s multimedia learning theory combines these three assumptions and explains the process of learning. According to this theory, the information given goes through sensory memory, working memory and long-term. Firstly, sensory memory filters auditory and visual information and the working memory separates relevant information in order to learn only the important parts. Finally, the filtered information can move to the long-term memory. Additionally, Mayer developed twelve principles that can make the learning process more effective. These principles can be presented in three groups. Firstly, the Coherence, Signaling, Redundancy, Spatial Contiguity and the Temporal Contiguity Principles make sure that the learner is presented with the most important information and nothing else. Secondly, the Segmenting, Pre-Training and the Modality Principles help learners understand and control the given information. Finally, the Multimedia, Personalization, Voice and the Image Principles help make the lessons more effective and maximize student learning. While the cognitive theory of multimedia learning is presented very briefly in this paragraph, it will maximize the effectiveness of a lesson if used correctly.

the process of learning in the memory

The 12 Principles of Multimedia Learning;

Group 1 – the learner should be presented with only the most important information

Coherence Principle: Only what is directly about the topic should be presented.

Signaling Principle: Important details should be highlighted.

Redundancy Principle: Explanation of visuals should be done by either using texts or audio, not both.

Spatial Contiguity Principle: Related text and visuals should be placed close to each other.

Temporal Contiguity Principle: Visuals and audio should occur simultaneously. 

Group 2 – the learner should be able to understand and control the given information

Segmenting Principle: Lessons should be separated into small segments.

Pre-Training Principle: Provide the learner with key terms and concepts.

Modality Principle: Instead of using visuals and text, visuals and narration is preferred.

Group 3 – the student’s learning should be maximized by making lessons more effective

Multimedia Principle: Instead of using only texts, visuals and texts should be used together.

Personalization Principle: An informal, conversational voice is preferred when narrating the lesson.

Voice Principle: A human voice is preferred over a computer voice.

Image Principle: Instead of using the speaker’s image, visuals presented should be relevant to the lesson.