Multimedia Learning Information
Multimedia learning is the common name used to describe the cognitive theory of multimedia learning[1][2][3] This theory encompasses several principles of learning with multimedia.
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The Modality principle
This term has been used to refer to different phenomena. In Richard E. Mayer's cognitive theory of multimedia learning it is one of several design principles for multimedia instruction [3]. More principles are listed below. The modality principle states that materials which present both verbal and graphical information should present the verbal information in an auditory format (and not as written text) [4]. There is an on-going debate on both the mechanisms underlying this effect [5], and on boundary conditions of the effect [6].
Theoretically, the modality principle is based on a model of working memory by Alan Baddeley and Graham Hitch who proposed that working memory has two largely independent subcomponents that tend to work in parallel - one visual and one verbal/acoustic.[7]. This gave rise to dual-coding theory, first proposed by Allan Paivio and later applied to multimedia by Richard Mayer. According to Mayer [3], separate channels of working memory process auditory and visual information. Consequently, a learner can use more cognitive processing capacities to study materials that combine auditory verbal information with visual graphical information than to process materials that combine printed (visual) text with visual graphical information. In other words, the multi modal materials reduce the cognitive load imposed on working memory.
In a series of studies Mayer and his colleagues tested Paivio’s dual-coding theory, with multimedia. They repeatedly found that students learning given multimedia with animation and narration consistently did better on transfer questions than those who learn from animation and text-based materials. That is, they were significantly better when it came to applying what they had learned after receiving multimedia rather than mono-media (visual only) instruction. These results were then later confirmed by other groups of researchers.
Initially the instructional content of these multimedia learning studies was limited to logical scientific processes that centered on cause-and-effect systems like automobile braking systems, how a bicycle pump works, or cloud formation. But eventually it was found that the modality effect could be extended to other domains, which were not necessarily cause-and-effect based systems.
The Redundancy principle
According to this principle: "Students learn better from animation and narration than from animation, narration, and on-screen text."[3]
Thus it’s better to eliminate redundant material. This is because learners do not learn as well when they both hear and see the same verbal message during a presentation. This is a special case of the split attention effect of Sweller and Chandler.
Other Principles
- Spatial Contiguity Principle - "Students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen."[3]
- Temporal Contiguity Principle-"Students learn better when corresponding words and pictures are presented simultaneously rather than successively."[3]
- Coherence Principle - "Students learn better when extraneous material is excluded rather than included."[3]
- Individual Differences Principle- "Design effects are stronger for low-knowledge learners than for high knowledge learners, and for high-spatial learners rather than for low-spatial learners."[3]
Challenges to the Application of Principles
Not all research has found that the principles of multimedia learning apply generally outside of laboratory conditions. In their study, adding approximately 50% additional extraneous but interesting material did not result in any significant difference in learner performance.[8]
See also
References
- ^ Mayer, R. E.; R. Moreno (1998). "A Cognitive Theory of Multimedia Learning: Implications for Design Principles". http://www.unm.edu/~moreno/PDFS/chi.pdf.
- ^ Moreno, R., & Mayer, R. (1999). "Cognitive principles of multimedia learning: The role of modality and contiguity". Journal of Educational Psychology 91 (2): 358–368. doi:10.1037/0022-0663.91.2.358.
- ^ a b c d e f g h Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press. ISBN 0-52178-749-1.
- ^ Ginns, Paul (2005). "Meta-analysis of the modality effect". Learning and Instruction. http://www.sciencedirect.com/science/article/pii/S0959475205000459.
- ^ Tabbers, Martens, Merriënboer. "The modality effect in multimedia instructions". Open University of the Netherlands. http://ou.nl/Docs/Expertise/OTEC/Publicaties/huib%20tabbers/Cognitive%20Science%202001%20Huib%20Tabbers.pdf. Retrieved 25-01-2012.
- ^ Reinwein (2012). "Does the Modality Effect Exist? and if So, Which Modality Effect?". Journal of Psycholinguistic Research. http://www.springerlink.com/content/w155x19117733217/.
- ^ Baddeley, A.D.; G.J. Hitch (1974). "Working Memory". In Bower, G.A.. The psychology of learning and motivation: advances in research and theory. 8. New York: Academic Press. pp. 47–89. http://dionysus.psych.wisc.edu/lit/articles/BaddeleyA1974a.pdf.
- ^ Muller, D. A.; Lee, K. J., & Sharma, M. D. (2008). "Coherence or interest: Which is most important in online multimedia learning?". Australasian Journal of Educational Technology 24 (2): 211–221. http://www.ascilite.org.au/ajet/ajet24/muller.pdf. Retrieved October 19, 2008.
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