Based on several scholarly studies, the Cognitive Theory of Multimedia Learning Principles tend to facilitate learning when applied properly. Some of these Principles help to amplify the instructional material (Multimedia, Contiguity, Modality, Personalization, and Signaling); other Principles aim at reducing cognitive overload (Coherence and Redundancy); a third category of Principles aim at facilitating learning by the way the content is organized (Segmenting and Pre-training). While these Principles provide evidence-based recommendations, their proper application and implementation will depend on several factors, including the target audience and the instructional context.
(Click on the following tabs to learn more about each Principle)
The Cognitive Load Theory of Multimedia Learning is based on the assumption that Short-Term Memory receives information mainly from two channels, verbal and auditory; however, Short-Term Memory has a limited capacity (about seven ±2 chunks of information). The Principles below aim at amplifying the instructional content to facilitate its assimilation through these channels into Short-Term Memory. Click on each of the Principles below to learn more about them.
This means that adding graphics to words might facilitate learning.
However, not all type of images are appropriate. The images must be relevant to the content being taught. Otherwise, the images might be distracting and might hinder learning instead of facilitating it.
This Principle is divided in two:
- Spatial Contiguity. Suggests placing graphics near to their corresponding text to improve learning. In other words, students tend to learn better when the graphics and the corresponding text are presented near to each other rather than far away.
- Temporal Contiguity. Suggests presenting graphics and their corresponding text simultaneously rather than at different times (presenting first all of the graphics and later on all of the text or vice versa)
These Principles include things that should be avoided in order to reduce cognitive overload.
The Principle acknowledges that there are some special situations in which having narration and on-screen text might be actually beneficial for students, such as when the concepts taught are too complex, or when the native language of students is different from the content presented.
his Principle recommends to avoid narrating on-screen text because that might hinder learning. It suggests that students learn better from animation and narration rather than from animation, narration, and on-screen text, all together.
The Principle acknowledges that there are some special situations in which having narration and on-screen text might be actually beneficial for students, such as when the concepts taught are too complex, or when the native language of students is different from the content presented.
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- Richard Mayer (2001). Multi-Media Learning. Cambridge University Press
- Clark, Ruth and Richard Mayer (2002). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. Jossey-Bass Pfeiffer