A Brief Overview Group Members  Ed MacKeen  Jenny Peng  Phil Snyder  Lynne Velling

Learners can use their ears to listen to the narration and their eyes to watch the animation. Hence, learners are only using one sense to focus on one stimulus -- narration, text or animation. The graphic on the next page illustrates this principle…

More multimedia ? More multimedia ? More bells and whistles? More bells and whistles? More animation? More animation? The Cognitive Theory of Multimedia (CToM) specifically addresses these questions. There are trade offs There are trade offsbetween "Vegas Style" glitz Research findings help maintain interest - cognitive load, while + learning efficiency help maintain interest - cognitive load, while + learning efficiency

Dual channels People possess separate channels for processing their auditory & visual information Limited capacity People are limited in the amount of information that they can process into each sensory channel at any one time. Active processing People engage in active learning by attending to relevant incoming information, organizing the processed information into mental images/representations, and integrating the mental images/representations with their prior knowledge.

People have separate information processing channels SO People can only process so much information in at one time! CToM assumes that working memory is highly limited. Working Memory link:

Printed words Pictures Ears Eyes Phonetic Processing Visual Processing Sensory MemoryWorking Memory

Printed words Pictures Ears Eyes Phonetic Processing Visual Processing Sensory MemoryWorking Memory

1. Multiple Representation Principle 2. Contiguity Principle 3. Split-Attention Principle 4. Individual Differences Principle 5. Coherence Principle

“It is better to present explanation in words and pictures than solely in words. Two modes of representation are better than one mode. If it uses two different representations, one verbal mode and one visual mode. Students who read a text with illustrations generated 65% more effective solutions than with text alone” (Mayer, 2008).

Seismic Waves: When a shift occurs or sudden break in the earth's crust, the energy radiates out as seismic waves, just as the energy from a body of water radiates out in wave form. The waves radiate out from the focus, which is where the earthquake occurs. Above the focus is the epicenter of the earthquake.

A. The first one, with the picture and text? B. The second one, without a picture but with text?

You are correct!

” L earners learn better when corresponding words and pictures are presented near, rather than far from, each other on the screen or page. Learners who read a text with captioned illustrations generated 75% more effective solutions than learners who read text and captions on separate papers” (Mayer, R. & Moreno, R 1998).

What is a volcano? When pressure from the molten rock beneath the earth's surface becomes too great, the rock, usually accompanied by lava or gases, escapes through a fissure or vent in the crust of the earth. "Volcano" is the term given to both the vent and the conical mountain left by the overflow of the erupted lava, rock and ash.

What is a volcano? When pressure from the molten rock beneath the earth's surface becomes too great, the rock, usually accompanied by lava or gases, escapes through a fissure or vent in the crust of the earth. "Volcano" is the term given to both the vent and the conical mountain left by the overflow of the erupted lava, rock and ash. Volcano

A. The one with text and a picture on 2 different pages? B. The one with text and a picture?

You are correct!

Words presented auditorially are preferable to on-screen text alone. On-screen text and animation can overload the visual information processing system, since two modes of information are inputting through the visual mode.

The magma is forced upwards by the mantle deep underground, causing a volcanic eruption.

A. The first one, with on-screen text and an animated volcano? B. The second one, with narration and animation?

You are correct!

“Design effects are stronger for low prior- knowledge learners than for high knowledge learners, and for high spatial learners rather than for low spatial learners” (Mayer, R. & Moreno, R. 1998).

“ Students learn better when extraneous words, pictures, and sounds are excluded rather than included” (Mayer, R. & Moreno, R. 1998).

 Place bread into the toaster  Push the lever to lower the toast  Wait a few minutes for the toast to pop up out of the toaster  Take the toast out of the toaster being careful not to burn your hands  Place the toast on a plate  Spread butter on the toast using a knife  Cut the toast in half with the knife

 Get a fresh slice of white bread  Plug in the General Electric toaster into an outlet and switch it on, while checking out your reflection on the side panel  Place bread in the General Electric toaster  Push the nice-looking silver lever to lower the lovely white bread  Wait a few minutes for the toast to pop up out of the General Electric toaster  Take the very hot toast out of the General Electric toaster being careful not to burn your soft hands  Place the toast on a white porcelain plate  Spread a very little bit of soft creamy butter on the simmering toast, using a knife  Cut the toast in half using the metallic knife  Enjoy your expertly made toast!

A. The one with the extraneous information? B. The one without the extraneous information?

You are correct!

 Is more multimedia better for learning?  Does artistic quality affect learning?  Does more animation help people learn?

Clark, R. C., & Mayer, R. E. (2008). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. (2nd ed.) San Francisco, CA: Pfeiffer. How earthquakes work: Seismic waves. (n.d.). Retrieved April 21, 2009, from Joy, D. (n.d.). Audio: How much is too much? Encyclopedia of Educational Technology. Retrieved April 21, 2009, from Mayer, R. E., Griffith, E., Jurkowitz, I. T. N., & Rothman, D. (2008). Increased interestingness of extraneous details in a multimedia science presentation leads to decreased learning. Journal of Experimental Psychology: Applied, 14(4), Mayer, R., & Johnson, C. (2008). Revising the redundancy principle in multimedia learning. Journal of Educational Psychology, 100(2),

Mayer, R., & Moreno, R. (1998). A cognitive theory of multimedia learning: Implications for design principles. Paper presented at the annual meeting of the ACM SIGCHI Conference on Human Factors in Computing Systems, Los Angeles, CA. Mayer, R., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12(1), Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia. Educational Psychologist, 38(1), Volcanic rise. (n.d.). Retrieved April 21, 2009, from Volcano: Definition from answers.com. (n.d.). Retrieved April 21, 2009, from