Cognitive Theory of Multimedia Learning

Summary

The video script by Kevin Thorn, a graduate student at the University of Memphis, delves into the Cognitive Theory of Multimedia Learning. It traces the evolution from general cognitive theory to cognitive learning theory, emphasizing the role of prior knowledge and working memory. The script introduces the dual-channel assumption, limited capacity, and active processing as key cognitive processes in multimedia learning. It outlines Richard E. Mayer and Roxanna Moreno's model for instructional design, focusing on balancing essential and incidental processing to prevent cognitive overload. The presentation aims to guide instructional designers in creating effective learning experiences by understanding cognitive demands and capacities.

Takeaways

• 🧠 Cognitive theory is based on the idea that individuals use prior knowledge (schemas) to process new information.
• 📚 The cognitive learning theory emphasizes the importance of integrating new information with existing knowledge in long-term memory.
• 🎓 Multimedia learning focuses on how learners process information through both auditory and visual channels.
• 📈 Mayer and Moreno introduced the cognitive theory of multimedia learning in 2003, building on dual coding theory.
• 👂 The dual-channel assumption posits that we have separate channels for processing auditory and visual information.
• 🚫 Limited capacity suggests that we can only process about five to nine bits of information at a time through these channels.
• 💡 Active processing involves engaging both auditory and visual channels and requires five additional cognitive processes.
• 👀 Essential processing includes selecting relevant words and images, organizing them, and integrating them with prior knowledge.
• 📊 Incidental processing refers to information that may be interesting but not essential to the learning experience.
• 🔄 The integration process is where verbal and pictorial mental models are merged with prior knowledge to form a coherent understanding.
• 💥 Cognitive overload occurs when the demand for processing information exceeds the capacity of working memory.

Q & A

What is the cognitive theory of multimedia learning?

The cognitive theory of multimedia learning is a framework that explains how learners process information from different modalities, such as visual and auditory, and integrate this new information with their existing knowledge.

What is the role of prior knowledge in cognitive theory?

In cognitive theory, prior knowledge is referred to as an individual's schema, which is the internal structure of known knowledge that helps in making sense of new information.

What is the average capacity of human working memory?

According to the script, the average capacity of human working memory is about five to nine bits of information, with an average of about seven.

How does cognitive learning theory relate to multimedia learning?

Cognitive learning theory is foundational to multimedia learning as it emphasizes the importance of recalling information from prior knowledge to attain meaningful understanding of new information.

What are the three basic assumptions of the cognitive theory of multimedia learning?

The three basic assumptions are the dual-channel assumption, limited capacity, and active processing. These assumptions guide how information is processed through auditory and visual channels, the limitations of working memory, and the need for active engagement in learning.

What is the dual-channel assumption in cognitive theory?

The dual-channel assumption posits that we process information through two channels: one for auditory inputs and verbal languages, and the other for visual inputs and pictorial representations.

What is active processing in the context of multimedia learning?

Active processing in multimedia learning refers to the engagement of both auditory and visual channels, requiring the learner to select, organize, and integrate information from these channels with their prior knowledge.

What are the five cognitive processes involved in active processing?

The five cognitive processes involved in active processing are visually selecting words and images, organizing the selected words and images, and integrating these with prior knowledge.

How does the model developed by Mayer and Moreno illustrate multimedia learning?

Mayer and Moreno's model illustrates multimedia learning by showing the flow of information through sensory inputs, working memory, and long-term memory, highlighting the importance of essential processing and the integration of new information with prior knowledge.

What is cognitive overload in multimedia learning?

Cognitive overload occurs when the demand for cognitive processing exceeds the learner's capacity, often due to too much information or too many formats presented simultaneously.

How can instructional designers avoid cognitive overload in multimedia learning experiences?

Instructional designers can avoid cognitive overload by balancing essential processing, minimizing incidental processing, and being mindful of the learner's working memory capacity to prevent exceeding it.