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.

Outlines

00:00

📚 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.

05:01

🎓 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.

10:02

🚀 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.

Keywords

💡Cognitive Theory

Cognitive Theory refers to the study of mental processes in acquiring knowledge and understanding through internal mental structures or schemas. In the video, cognitive theory is foundational to understanding how individuals process information and learn. It is used to explain how prior knowledge is organized in schemas and how new information is integrated with existing knowledge.

💡Schemas

Schemas are the mental frameworks or structures that represent an individual's prior knowledge. The video explains that schemas help in recognizing and organizing new information by relating it to what is already known. For instance, the script uses the example of recognizing letters as part of a known word, 'memory,' which allows for more efficient use of working memory.

💡Working Memory

Working memory is the cognitive system where temporary information is held and manipulated. The video script mentions that it can hold about five to nine bits of information at a time. It is crucial for learning as it allows for the processing and integration of new information with existing schemas.

💡Cognitive Learning Theory

Cognitive Learning Theory emphasizes the role of prior knowledge in the learning process. The video describes how learners recall information from long-term memory to attain meaningful understanding of new information, which they then integrate with their existing knowledge.

💡Dual-Coding Theory

Dual-Coding Theory suggests that we have two separate information processing systems, one for verbal and auditory information and another for visual and pictorial information. The video script discusses how multimedia learning engages both channels, which is essential for effective learning experiences.

💡Limited Capacity

The concept of limited capacity in the video refers to the idea that our cognitive processing abilities are not unlimited. It is mentioned that we can only process about five to nine bits of information at a time, which instructional designers must consider to avoid overwhelming learners' working memory.

💡Active Processing

Active Processing in the context of the video involves the engagement of both auditory and visual channels for effective learning. It requires five cognitive processes to be engaged simultaneously: selecting relevant words and images, organizing them, and integrating them with prior knowledge.

💡Essential Processing

Essential Processing is the cognitive activity required for learners to focus on the critical elements of the learning material. The video explains that it involves selecting, organizing, and integrating words and images, which are necessary for meaningful learning and avoiding cognitive overload.

💡Incidental Processing

Incidental Processing refers to the processing of information that may be interesting but not essential to the learning experience. The video script cautions that while instructional designers might include such elements, they can contribute to cognitive overload if not managed carefully.

💡Cognitive Overload

Cognitive Overload occurs when the demand on a learner's cognitive processing exceeds their capacity, leading to difficulties in learning. The video script discusses strategies to avoid this, such as spreading out essential processing and minimizing incidental processing to ensure that the cognitive demand is within the learner's capacity.

💡Representational Holding

Representational Holding is the process of maintaining representations of words and images in working memory. The video script explains that while the capacity for storing knowledge in long-term memory is unlimited, the capacity for holding representations in working memory is limited, which is a key factor in designing effective multimedia learning experiences.

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