Annotated Bibliographies for Module 7
Mayer, R. E. (2014). Introduction to multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 1- 26). New York: Cambridge University Press.
The use of pictures and words together is considered multimedia, while learning that occurs from this presentation is considered multimedia learning. When instructors use multimedia, the goal is to improve learning by providing pictures and words simultaneously. A presentation modes view of multimedia is most commonly used by researchers and refers to verbal and pictorial representations of information. In order for a learning to occur, the learner must construct knowledge, or mental representations, from these verbal and pictorial representations. Studies have shown that performance on transfer tests greatly improves with the presentation of words and pictures, as opposed to only words.
Multimedia learning requires the learner to utilize two systems for processing information and when these two systems work together the learning that occurs is augmented. An increased understanding occurs as the learner builds connections between the verbal and pictorial representations of information. There has been an increase in research in the area of multimedia learning and instruction in recent years. The identification of boundary conditions has been one outcome of this research. When certain principles are applicable in one situation, but not other these are considered boundary conditions. Recent research has also allowed theorists to enhance existing principles of multimedia learning and instruction.
When designing multimedia it can be technology-centered or leaner-centered. Technology-centered design starts with the multimedia and considers how it can be used to provide instruction. This approach frequently fails to demonstrate gains in education. A learner-centered approach to design considers how humans learn best and then considers how technology can be used to support this learning. Norman (1993) asserted that technology should not interfere with human learning, but rather enhance it. A learner-centered approach to design is necessary for this to happen. Three views of multimedia learning exist, response strengthening, information acquisition, and knowledge construction. The knowledge construction view states that the learner must make sense of the information presented. This view places the learner as the active participant in their own learning, with the instructor acting as a guide in the process of the learner creating meaning. Meaningful learning leads to better performance on retention tests and transfer tests. A high level of cognitive activity is necessary in order to achieve meaningful learning.
Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 43-71). New York: Cambridge University Press.
The multimedia principle simply states that learning is improved when learners are provided with words and pictures, as opposed to words alone. In order to promote meaningful learning, multimedia instructional messages must be designed in a way that takes advantage of the principles regarding how humans learn best. Four criteria were used by Mayer (2014) and his colleagues to create a cognitive theory for multimedia learning: theoretical plausibility, testability, empirical plausibility, and applicability.
Three basic assumptions are presented as central to a cognitive theory of multimedia learning. It is assumed that humans have two different and distinct channels for handling auditory and visual information and that each channel is limited in regards to the amount of information that it can handle at one time. Even though information is received through one channel, it may still be processed by the other channel and learners can use metacognitive strategies to manage the cognitive resources for the incoming information. It is also assumed that in order for learning to occur that learners must pay attention to the new information, organize this information into logical mental representations, and assimilate the new representations into existing representations. Therefore, effective multimedia messages should have a logical structure that guides the learner to build mental representations of the new information.
The cognitive theory of multimedia learning encompasses three memory stores: sensory memory, working memory, and long-term memory. Although the capacity of sensory memory is unlimited, information is held here very briefly and must pass to working memory if learning is to take place. Working memory has a limited capacity and holds information for brief periods of time. In order for learning to occur information in working memory must be managed so that this store is not overwhelmed and information can successfully be passed on to long-term memory. Long-term memory has an unlimited capacity and information stored here is considered to be permanent. Information must make it to long-term memory in order for true learning to occur.
In order for learning to be meaningful five cognitive processes are necessary. The learner must select images to be processed by visual working memory and organize these images into a model, select words to be processed by verbal working memory and organize these words into a model, and finally connect these new models to previous models stored in long-term memory. The cognitive theory of multimedia learning defines five forms of representing information. Information is provided in the form of words and pictures in the multimedia presentation, and then represented in sensory memory via acoustic and iconic representations. Sounds and images are then processed in working memory to form verbal and pictorial models. Finally information is represented as prior knowledge in long-term memory. Effective multimedia messages should aim to minimize extraneous processing, manage essential processing and foster generative processing.
Mayer, R. E. (2014). Introduction to multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 1- 26). New York: Cambridge University Press.
The use of pictures and words together is considered multimedia, while learning that occurs from this presentation is considered multimedia learning. When instructors use multimedia, the goal is to improve learning by providing pictures and words simultaneously. A presentation modes view of multimedia is most commonly used by researchers and refers to verbal and pictorial representations of information. In order for a learning to occur, the learner must construct knowledge, or mental representations, from these verbal and pictorial representations. Studies have shown that performance on transfer tests greatly improves with the presentation of words and pictures, as opposed to only words.
Multimedia learning requires the learner to utilize two systems for processing information and when these two systems work together the learning that occurs is augmented. An increased understanding occurs as the learner builds connections between the verbal and pictorial representations of information. There has been an increase in research in the area of multimedia learning and instruction in recent years. The identification of boundary conditions has been one outcome of this research. When certain principles are applicable in one situation, but not other these are considered boundary conditions. Recent research has also allowed theorists to enhance existing principles of multimedia learning and instruction.
When designing multimedia it can be technology-centered or leaner-centered. Technology-centered design starts with the multimedia and considers how it can be used to provide instruction. This approach frequently fails to demonstrate gains in education. A learner-centered approach to design considers how humans learn best and then considers how technology can be used to support this learning. Norman (1993) asserted that technology should not interfere with human learning, but rather enhance it. A learner-centered approach to design is necessary for this to happen. Three views of multimedia learning exist, response strengthening, information acquisition, and knowledge construction. The knowledge construction view states that the learner must make sense of the information presented. This view places the learner as the active participant in their own learning, with the instructor acting as a guide in the process of the learner creating meaning. Meaningful learning leads to better performance on retention tests and transfer tests. A high level of cognitive activity is necessary in order to achieve meaningful learning.
Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 43-71). New York: Cambridge University Press.
The multimedia principle simply states that learning is improved when learners are provided with words and pictures, as opposed to words alone. In order to promote meaningful learning, multimedia instructional messages must be designed in a way that takes advantage of the principles regarding how humans learn best. Four criteria were used by Mayer (2014) and his colleagues to create a cognitive theory for multimedia learning: theoretical plausibility, testability, empirical plausibility, and applicability.
Three basic assumptions are presented as central to a cognitive theory of multimedia learning. It is assumed that humans have two different and distinct channels for handling auditory and visual information and that each channel is limited in regards to the amount of information that it can handle at one time. Even though information is received through one channel, it may still be processed by the other channel and learners can use metacognitive strategies to manage the cognitive resources for the incoming information. It is also assumed that in order for learning to occur that learners must pay attention to the new information, organize this information into logical mental representations, and assimilate the new representations into existing representations. Therefore, effective multimedia messages should have a logical structure that guides the learner to build mental representations of the new information.
The cognitive theory of multimedia learning encompasses three memory stores: sensory memory, working memory, and long-term memory. Although the capacity of sensory memory is unlimited, information is held here very briefly and must pass to working memory if learning is to take place. Working memory has a limited capacity and holds information for brief periods of time. In order for learning to occur information in working memory must be managed so that this store is not overwhelmed and information can successfully be passed on to long-term memory. Long-term memory has an unlimited capacity and information stored here is considered to be permanent. Information must make it to long-term memory in order for true learning to occur.
In order for learning to be meaningful five cognitive processes are necessary. The learner must select images to be processed by visual working memory and organize these images into a model, select words to be processed by verbal working memory and organize these words into a model, and finally connect these new models to previous models stored in long-term memory. The cognitive theory of multimedia learning defines five forms of representing information. Information is provided in the form of words and pictures in the multimedia presentation, and then represented in sensory memory via acoustic and iconic representations. Sounds and images are then processed in working memory to form verbal and pictorial models. Finally information is represented as prior knowledge in long-term memory. Effective multimedia messages should aim to minimize extraneous processing, manage essential processing and foster generative processing.