1. Cognitive Theory of Multimedia Learning
Krista Greear
Assistant Director
Disability Resources for Students

2. Backstory
Been in industry since 2007
Working on Masters since 2014

3. Agenda
Theory
Reaction
Analysis
So what?

4. Cognitive Theory of Multimedia Learning
Hypothesis: learning by pictures and words is better than words alone
How to maximize learning when using pictures and words

5. Words
Printed text
Spoken text
Krista

6. Pictures

7. Cognitive Theory of Multimedia Learning
Multimedia is presented; words and pictures.
Your senses take in this information through ears and eyes. It then chooses which words/pictures to move forward into working memory.
Throughout this, there is color differentiating that words are part of the auditory/verbal channel. Pictures are part of the visual/pictorial channel.

8. Cognitive Theory of Multimedia Learning
Selected words and images are processed in working memory. There seems to be this interplay where this information is processed and then it gets converted into long-term memory.

9. Why So Interesting?
Convert textbooks and documents into accessible formats
Convert videos into accessible formats
Work with websites as needed
Krista

10. All I do is work with multimedia!

11. (1) Dual-channel a channel for processing visual/pictorial (pictures)
a separate channel for processing auditory/verbal (words)…
Baddeley’s theory of working memory
Paivio’s dual coding theory
Baddeley’s (1986) theory of working memory and Paivio’s (1986; Clark and Paivio, 1991) dual coding theory.

12. (2) Limited capacity …each channel has a limited capacity and…
Sweller’s cognitive load theory
limited capacity assumption is based on cognitive load theory (Sweller, 1988,1994) and states that each subsystem of working memory has a limited capacity.

13. (3) Active-processing
…active learning occurs when learner engages in cognitive processing (Moreno & Mayer, 2002).
Cognitive theory
active processing assumption which suggests that people construct knowledge in meaningful ways when they pay attention to the relevant material, organize it into a coherent mental structure, and integrate it with their prior knowledge (Mayer, 1996, 1999).

14. What’s the Problem?

15. (1) Dual-channel a channel for processing visual/pictorial (pictures)
a separate channel for processing auditory/verbal (words)…
Baddeley’s (1986) theory of working memory and Paivio’s (1986; Clark and Paivio, 1991) dual coding theory.

16. Concerns Assumes that both channels work similarly across all humans
Blind? Deaf? Auditory processing disorders? Deaf-Blind? Traumatic brain injuries? Learning disabilities?
What about tactile? Where’s that “channel”?

17. (2) Limited capacity …each channel has a limited capacity and…
limited capacity assumption is based on cognitive load theory (Sweller, 1988,1994) and states that each subsystem of working memory has a limited capacity.

18. Likes Emphasizes cognitive load theory
Limitations as to how much information that the human brain can take. Even now, as I talk, you are both taking in the words, visuals and are grappling with it in your working memory, and organizing it in a way that it can be committed to long term memory. If I put too many words on the slide, little sticks. If I put too many pictures, it’s a lot of information to process. If I put lots of words and pictures, it’s no good. Overload information and processing demands.

19. Concerns Does not account for differences in capacity in two channels
Blind humans often listen to content 2-3 times faster than non-blind humans
Feels like both channels are equally weighted in CTML when in reality they may not be.

20. (3) Active-processing
…active learning occurs when learner engages in cognitive processing (Moreno & Mayer, 2002).

21. General Concerns Neuroplasticity
the ability of the brain to form and reorganize synaptic connections, especially in response to learning or experience or following injury.

22. General Concerns Individual differences
Although human brains all share the same basic recognition architecture and recognize things in roughly the same way, our recognition networks come in many shapes, sizes, and patterns. In anatomy, connectivity, physiology, and chemistry, each of us has a brain that is slightly different from everyone else’s. (Rose & Meyer, 2002, p. 17).
Why do we try to make theories and recommendations that are general across everyone? What other options do we have?

23. “Evidence-based” Principles of CTML

24. Coherence Principle Use simpler visuals to promote understanding
Avoid irrelevant graphics, stories, and lengthy text
Avoid irrelevant videos, animations, music, stories, and lengthy narrations
Good. Direct connection to cognitive load theory

25. Contiguity Principle Integrate text nearby the graphic on the screen
Avoid covering or separating information that must be integrated for learning
Allow learners to play an animation before or after reviewing a text description
How is #1 applicable to BVI?
How does this work when a screen reader user interacts with ONE element in the digital environment at a time?
#3 Is the animation accessible to blind and/or deaf?

26. Segmentation Principle
Break content down into small topic chunks that can be accessed at the learner’s preferred rate (using a continue or next button)
Use a continue and replay button on animations that are segmented into short logical stopping points
Again, not helpful if the information within the animation isn’t available

27. Multimedia Principle
Use relevant graphics and text to communicate content
Use explanatory visuals that show relationships among content topics to build deeper understanding
Are graphics really helpful? What about tactile graphics? Are tactile graphics still considered to be in the pictorial channel?

28. Redundancy Principle
Do not present words as both onscreen text and narration when there are graphics on the screen
Umm… captioning anyone!?!?

29. Implications
Collision between Educational Technology and Accessibility

30. Universal Design for Learning
accommodate the widest spectrum of users without individual adaptation or specialized design (Rose & Meyer, 2002)
addressing the divergent needs of special populations increase[s] usability for everyone (p. 71)
How does all of this fit

31. Intellectual Crisis CTML (theory) vs UDL (framework)
Instructional Design vs Disability Services
Research vs reality
Feel like that because these ideas were perhaps created in an industry-specific vacuum, there is this intellectual tension.
Research that seems to exclude people with disabilities VS a framework that is not a theory that may not hold as much “weight” in academia curriculum

32. Need Cross Collaboration
We, as an industry, need to not be separated or excluded from other industries. There needs to be more cross collaboration, cross discipline research.
Instructional design
Marketing
Neuroplasticity
User Experience