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Video Summary

Multimedia Instruction

“Multimedia instruction involves presenting words and pictures that are intended to promote learning. In short, multimedia instruction refers to designing multimedia presentations in ways that help people build mental representations.”

Richard E. Mayer (2009)

Cognitive Theory of Multimedia Learning (CTML)

CTML rests on three assumptions:

  1. Dual Channel Assumption: We process information using both visual and verbal models.
  2. Limited Capacity Assumption: Our two processing channels have limited capacity.
  3. Active Learning Assumption: Active cognitive processing leads to meaningful learning.

Richard E. Mayer (2001)

Key Points

  1. There are three types of cognitive overload
    1. Intrinsic
    2. Germane
    3. Extraneous
  2. As faculty and designers we have control over extraneous cognitive overload (sometimes referred to as "structural stress")
  3. When we limit extraneous cognitive over load for our students, they can learn more

Impact on Media Design

  1. For complex concepts or processes, using both words (written or narrated), and graphics (diagram, table, chart), enhances deep learning.

  2. Limit graphical “seductive details.” These are pieces of information that may be interesting or important, but are not really needed to accomplish the learning objectives, instead they contribute to extraneous cognitive load. Example: In a presentation on bees and colony collapse disorder a seductive detail could be a picture of a bear tearing apart a beehive. This might illustrate an interesting phenomenon, but it has nothing to do with colony collapse disorder.

  3. Make sure your narration and text on-screen match by revealing text as you discuss it.

  4. Highlight key words.

  5. Limit the use of images that simply fill white space.

  6. Four good reasons to use images in slides:

    1. to evoke emotion

    2. to show what something looks like

    3. to show a relationship

    4. to show where something is located

Reference List

Austin, Katherine A. (2009). Multimedia Learning: Cognitive Individual Differences and Display Design Techniques Predict Transfer Learning with Multimedia Learning Modules. Computers & Education, 53(4), 1339-1354.

Mayer, R. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2), 125-139.

Park, B., Plass, J., & Brünken, R.(2015). Cognitive and affective effects of seductive details in multimedia learning. Computers in Human Behavior, 44(C), 267-278.

Park, B., Plass, J., & Brünken, R. (2013). Cognitive and affective processes in multimedia learning. Learning and Instruction, 29, 125-127.






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