Tommy Gober MS LeTourneau University Rich Mayer PhD Professor of Psychology University of California Santa Barbara Research science of learning Father of Multimedia Learning Theory ID: 649921
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MultimediaLearningTheory
Tommy Gober, MSLeTourneau UniversitySlide2
Rich Mayer, PhD
Professor of PsychologyUniversity of California – Santa BarbaraResearch science of learningFather of “Multimedia Learning Theory”Slide3
Multimedia Learning Theory
No CD-ROMs, tape reels, or “technology”How we learn through various mediums…or “Multimodal Theory of Learning”How we learn through various channels (primarily auditory
+ visual)Slide4
Three Principles to Draw From
NameDefinitionDual channelsPeople have separate channels for processing verbal and visual materialLimited capacity
People can process only small amounts of material in each channel at any one time
Active processingMeaningful learning occurs when learners engage in appropriate cognitive processing during learning (higher order, Blooms, etc)Slide5
Cognitive TheorySlide6
How Does Multimedia Learning Work?
ProcessDescriptionLocationSelectingPaying attention to relevant words and pictures
Transfer information from sensory memory to working memory
OrganizingOrganizing selected words and pictures into coherent mental representationsManipulate information in working memoryIntegratingConnecting verbal and pictorial representations with each other and prior knowledgeTransfer knowledge from long term memory to working memorySlide7
Measuring LearningType of testGoal of test
DefinitionExampleRetentionRememberingRecall or recognize the presented materialPlease write down all you remember about the device described in the lesson.TransferUnderstanding
Evaluate or use the material in a new situation
How would improving the device you just learned about to make it more effective?Slide8
Three Kinds of Learning Outcomes
Learning OutcomesCognitive descriptionRetention test scoreTransfer test scoreNo learning
No knowledge
PoorPoorRote learningFragmented knowledgeGoodPoorMeaningful learningIntegrated knowledgeGoodGoodSlide9
Extraneous ProcessingCognitive processing that does not support the objective of the lesson; poor instructional design (multitasking)
Essential ProcessingBasic cognitive processing required to mentally represent the presented material; complex material Generative ProcessingDeep cognitive processing required to make sense of the material; motivated learners, effort
Three Demands on LearnersSlide10
Three Goals for Good Design
Reduce extraneous processing Manage essential processing Foster generative processingSlide11
DesignPrinciplesSlide12
Coherence PrinciplePeople learn better when extraneous words, pictures and sounds are excluded rather than included. Slide13
Signaling Principle
People learn better when cues that highlight the organization of the essential material are added.Slide14
Redundancy PrinciplePeople learn better from graphics and narration than from graphics, narration and on-screen text. Slide15
Spatial Contiguity PrinciplePeople learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.Slide16
Temporal Contiguity PrinciplePeople learn better when corresponding words and pictures are presented simultaneously rather than successively.
Enoughwiththe
a
nimations!Slide17
Segmenting PrinciplePeople learn better from a multimedia lesson is presented in user-paced segments rather than as a continuous unit.Slide18
Pre-training PrinciplePeople learn better from a multimedia lesson when they know the names and characteristics of the main concepts.Slide19
Modality PrinciplePeople learn better from graphics and narrations than from animation and on-screen text.Slide20
Multimedia PrinciplePeople learn better from words and pictures than from words alone.Slide21
Personalization PrinciplePeople learn better from multimedia lessons when words are in conversational style rather than formal style.Slide22
Voice PrinciplePeople learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice.Slide23
Image PrinciplePeople do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen.Slide24
ExamplesSlide25Slide26Slide27
Narration on each slide,
reads caption verbatim.Slide28Slide29Slide30Slide31
References
12 Principles of Multimedia Learning. (n.d.). Retrieved January 1, 2015, from http://hartford.edu/academics/faculty/fcld/data/documentation/technology/presentation/powerpoint/12_principles_multimedia.pdfMayer, R. (2009).
Multimedia learning
(2nd ed.). Cambridge: Cambridge University Press.Mayer, R., UC Santa Barbara. (2014, May 5). Retrieved January, 2015, from http://hilt.harvard.edu/event/richard-e-mayer-uc-santa-barbaraMedina, J. (2008). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Pear Press.Pappas, C. (2014, February 5). Cognitive Load Theory and Instructional Design - eLearning Industry. Retrieved January 1, 2015, from http://elearningindustry.com/cognitive-load-theory-and-instructional-designReiser, R. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston: Pearson.