Cognitive Theory of Multimedia Learning
Summary
TLDRThe 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
- đ§ Cognitive theory is based on the idea that individuals use prior knowledge (schemas) to process new information.
- đ The cognitive learning theory emphasizes the importance of integrating new information with existing knowledge in long-term memory.
- đ Multimedia learning focuses on how learners process information through both auditory and visual channels.
- đ Mayer and Moreno introduced the cognitive theory of multimedia learning in 2003, building on dual coding theory.
- đ The dual-channel assumption posits that we have separate channels for processing auditory and visual information.
- đ« Limited capacity suggests that we can only process about five to nine bits of information at a time through these channels.
- đĄ Active processing involves engaging both auditory and visual channels and requires five additional cognitive processes.
- đ Essential processing includes selecting relevant words and images, organizing them, and integrating them with prior knowledge.
- đ Incidental processing refers to information that may be interesting but not essential to the learning experience.
- đ The integration process is where verbal and pictorial mental models are merged with prior knowledge to form a coherent understanding.
- đ„ 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.
Outlines
đ Introduction to Cognitive Theory of Multimedia Learning
The paragraph introduces the cognitive theory of multimedia learning, presented by Kevin Thorn, a graduate student at the University of Memphis. It outlines the evolution of the theory, starting from general cognitive theory to cognitive learning theory, and finally multimedia learning. The concept of schemas as an individual's internal structure of known knowledge is discussed, along with the capacity of working memory to hold about five to nine bits of information. The paragraph also explains how prior knowledge is used to attain meaningful understanding of new information, which is then integrated with existing knowledge. The cognitive theory of multimedia learning is rooted in dual coding theory and is presented by Richard E. Mayer and Roxanna Moreno, focusing on how the learner's mind works to allow instructional designers to create meaningful learning experiences.
đ Deep Dive into Multimedia Learning Processes
This paragraph delves into the cognitive processes involved in multimedia learning, as proposed by Mayer and Moreno. It discusses the dual-channel assumption, which posits that we process information through auditory and visual channels. The limited capacity assumption is also explained, noting that we can only process about five to nine bits of information at a time. The paragraph emphasizes the importance of active processing, which involves five additional cognitive processes: visually selecting words and images, organizing them, and integrating them with prior knowledge. The model of multimedia learning is described, starting with an online course or eLearning experience, and detailing how information is processed through the auditory and visual channels, entering working memory, and being organized into verbal and pictorial mental models. The role of prior knowledge in long-term memory is highlighted, and the concept of cognitive demand, which combines essential processing, incidental processing, and representational holding, is introduced.
đ Strategies to Avoid Cognitive Overload in Multimedia Learning
The final paragraph addresses how instructional designers can avoid cognitive overload in learners. It explains that cognitive overload occurs when the demand for cognitive processing exceeds the learner's capacity. To prevent this, designers should balance essential processing, minimize incidental processing, and be mindful of the limited capacity of working memory. The paragraph suggests spreading out information and formats to manage cognitive load effectively. It also encourages learners to review the material multiple times to reinforce learning and to contact the presenter for any clarifications needed. The summary concludes with a call to action for learners to integrate the presented information into their long-term memory for better retention.
Mindmap
Keywords
đĄCognitive Theory
đĄSchemas
đĄWorking Memory
đĄCognitive Learning Theory
đĄDual-Coding Theory
đĄLimited Capacity
đĄActive Processing
đĄEssential Processing
đĄIncidental Processing
đĄCognitive Overload
đĄRepresentational Holding
Highlights
Cognitive theory of multimedia learning is introduced as a framework for understanding how learners process information.
Prior knowledge is referred to as an individual's schema, which is their internal structure of known knowledge.
Working memory is assumed to hold about five to nine bits of information at a time, averaging around seven.
Schemas help in recognizing and processing information by drawing from prior knowledge.
Cognitive learning theory is rooted in the idea that learners recall information from prior knowledge to attain meaningful understanding of new information.
Multimedia learning is about understanding how a learner's mind works, allowing instructional designers to create meaningful learning experiences.
The cognitive theory of multimedia learning was first presented by Richard E. Mayer and Roxana Moreno in 2003.
Dual-channel assumption suggests that we process information through auditory and visual channels.
Limited capacity assumption posits that we can only process about five to nine bits of information at a time.
Active processing involves engaging both auditory and visual channels for effective learning.
Five cognitive processes are engaged during active processing: visually selecting words, visually selecting images, organizing selected words, organizing selected images, and integrating selections with prior knowledge.
A model by Mayer and Moreno illustrates how multimedia learning works, involving two rows of information processing: auditory and visual channels.
Sensory inputs are necessary for selecting words and/or images, which then go into working memory.
Deep working memory is where verbal and pictorial mental models are formed from the processed inputs.
Long-term memory plays a role in searching and retrieving relevant known knowledge to match with new information.
Active processing is essential for integrating new information with prior knowledge, avoiding cognitive overload.
Incidental processing refers to bits of information that may be interesting but have no essential meaning to the learning experience.
Instructional designers should be aware of the cognitive demand to avoid overloading a learner's working memory.
Strategies to reduce cognitive overload include spreading out essential processing, minimizing incidental processing, and managing representational holding.
Cognitive demand is the total processing needed, combining essential processing, incidental processing, and representational holding.
Problems occur when the demand for learning exceeds the capacity, and instructional designers should be conscious of this to prevent cognitive overload.
Transcripts
the cognitive theory of multimedia
learning hi I'm Kevin thorn graduate
student at the University of Memphis
this presentation is for class
IDT 7:07 4 before we talk about
multimedia learning let's take an
overview look at how this theory evolved
we'll start with the cognitive theory in
general then we'll briefly discuss the
cognitive learning theory all of which
will build into the cognitive theory of
multimedia learning in cognitive theory
prior knowledge is known as an
individual schema their internal
structure of known knowledge or the
stuff I know in our working memory it's
assumed that we can hold up to about
five to nine bits of information at a
time or schemas average is about seven
to better illustrate consider these six
random letters D X u r BL our schemas
may recognize each of the letters but
together there is no prior knowledge to
draw from therefore we've consumed six
of our average seven available schemas
to draw from from recall and we're about
tapped out at this point however if we
present these six letters in a string em
e mo ry we see these letters as a
recognizable word memory is a structure
of letters that allows us to draw from
prior knowledge a schema and since the
word itself is one schema we still have
available working memory
that's cognitive theory in general now
the cognitive learning theory is rooted
in the idea that the learner will recall
information from prior knowledge the
stuff they already know those schemas in
long term memory we just refer to to
attain meaningful understanding of new
information the learner then integrates
with their schemas and their existing
knowledge in long-term memory now there
we have a baseline for cognitive theory
and
cognitive learning theory we can have a
better understanding of multimedia
learning and this is about understanding
how a learner mind works this
understanding will allow instructional
designers to design meaningful learning
experiences now this theory was first
presented by Richard II Mayer and
Roxanna Moreno in 2003 in part by dual
coding theory by Alan pavia to
understand this theory follows three
basic assumptions about what we know
about cognitive science the first
assumption is the dual-channel
assumption we're thought to process
information through two channels one is
the auditory Channel for processing
auditory inputs and verbal languages the
other channel is visual for processing
everything we see and pictorial
representations the next assumption is
limited capacity that we referred to
earlier even though our auditory and
visual channels are on high input alert
limited capacity assumes we can only
process about five to nine bits of
information at a time we mentioned
average of seven earlier the third
assumption is active processing now this
one is a little bit more involved
suggesting that for active processing to
work both auditory and visual channels
must be engaged this assumes that in
multimedia learning there needs to be
five additional cognitive processes
engaged all at the same time for active
processing to work specifically focusing
on what we see more than what we hear
the first is visually selecting words
from the screen similar to what you're
doing now viewing this presentation
visually selecting images or photos from
the screen organizing those selected
words organizing those selected images
and finally integrating all those
selections and comparing them with our
prior knowledge well that's a lot of
brain power going on just to retain new
presented information
now mayor and Marino developed a model
to help better illustrate how all this
works I've taken the model apart and
I'll rebuild it here so we can have a
better understanding it all starts with
an online course eLearning or some other
type of multimedia learning experience
this model represents two rows of
information processing the auditory
Channel and the visual Channel or words
and images the tool channel assumption
that we just looked at a moment ago in
order to select words and/or images we
need our eyes and our ears our sensory
inputs once learners begin processing
those inputs from the two channels they
go into working memory this is where the
second assumption of limited capacity is
addressed learners hear the words of a
narrator or even background music it
aids in setting the moon and tones of
the instructions and then it goes into
what mayor and Marino referred to in
deep working memory as the verbal mental
model learners also see words on screen
as well as any visual such as images or
photos or any other visual
representation that is not represented
as written language this is placed in
its corresponding channel as the
pictorial model in deep working memory
all of which is roaming around inside
the learners working memory lastly in
this model is the prior knowledge or the
long-term memory
as you can see multimedia learning
consumes a lot of cognitive processing
of both channels all at the same time
working memory has to make
representations of what we hear and what
we see deep working memory is putting
all that stuff into mental models and
long-term memory is searching the
database of our minds looking for and
retrieving relevant known knowledge my
brain is beginning to start to hurt now
remember active processing in those five
cognitive processes of
collecting words and images and
integrating with prior knowledge this is
all known as essential processing which
is part of the total cognitive demand
the learners endure words to ice
represent text on screen the learner
reads words to ears represent spoken
words heard by a narrator images to eyes
represent what images are graphs etc the
learner sees on screen and this is when
essential processing goes into accident
to our working memory our brain select
whether we hear sounds or if we see
images two of those cognitive processes
in selecting words and selecting images
then we push these inputs into deep
working memory and start organizing
everything into mental models where in
the verbal model or in the pictorial
model organizing words and organizing
images is to more of those cognitive
processes remember for active processing
to occur those five cognitive processes
need to be engaged along with essential
processing learners sometimes may have
incidental processing incidental
processing is those bits of information
that may be interesting but have no
essential meaning to the learning
experience
now as instructional designers we're all
guilty of this those incidental bits
need to be processed and contribute to
the overall cognitive demand everything
up to this point is known as
representational holding just think how
fast all this happens multiple times in
a matter of a second amazing finally the
integration process occurs in this model
representing the merging of all those
verbal and pictorial mental models with
our prior knowledge all of it getting
mashed together until we process and say
to ourselves ah here's something
relevant that I already knew
let me match this with that new stuff or
hmm I didn't know that let me store that
in long-term memory for later use
cognitive demand is essentially
combining all three processes essential
processing plus incidental processing
plus representational holding equals the
total processing needed the demand for
learning problems occur when we put
demand that exceeds the capacity three
principles to be aware of are the
capacity for representing words and
images is unlimited the capacity for
storing knowledge and long term memory
is unlimited the capacity for mentally
holding words and images in working
memory is however limited so if we know
working memory has a limited capacity
then as an instructional designers we
should be conscious of where we place
the learners ability to present
information otherwise we are going to do
a cognitive overload and exceed the
working memory now how do we avoid this
for instructional designers to avoid
cognitive overload a learner's cognitive
processing or demand needs to be or is
greater than the learners cognitive
capacity that's cognitive overload
meaningful learning however learners
cognitive capacity the working memory is
then greater than the learners cognitive
processing or the demand basically too
much information plus too many formats
all at the same time you can expect
cognitive overload the solution to
reduce cognitive overload in multimedia
learning experiences is to spread out
the balance of essential processing
minimize incidental processing and by
default representational holding is not
as text simple right
if all of this is new to you replay this
presentation a few times and push it
into your own long-term memory or if
this is all Fumero to you and your own
prior knowledge is misfiring with what
I've shared here please contact me so I
can correct any misinformation thanks
for watching
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