Cognitive theory of multimedia learning

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The cognitive theory of multimedia learning is an instructional design for linking the text and image presentation of learning content.

model

The SOI model (Selection - Organization - Integration) of the cognitive theory of multimedia learning by Richard E. Mayer (2001) is based on the following assumptions:

  • the working memory contains independent, auditory and visual components for the short-term storage of information,
  • each of the working memory stores has a limited capacity. According to Chandler / Sweller 1991 and Paas / Van Merriënboer 1994, this assumption is consistent with the cognitive load theory .
  • humans have two separate systems for representing verbal and non-verbal information. This assumption is consistent with the "dual coding theory" according to Paivio 1986.
  • Meaningful or cumulative learning takes place when the learner directs his attention to the relevant information and selects it in each memory, organizes the selected information in a coherent, mental model of coherent representations and links to other coherent, mental models manufactured and integrated into the existing knowledge.

Processes involved

In this model, five cognitive processes are centrally involved in learning:

  • Selection of relevant words,
  • Selection of relevant image content,
  • Structuring of the text content and creation of a coherent verbal model,
  • Structuring of the relevant image content to a coherent pictorial model and
  • the linking of the text and image presentation as well as the linking of the new knowledge with what has already been acquired from long-term memory.

As a further assumption, Mayer / Clark 2003 formulated the fact that new knowledge or skills must be retrieved from long-term memory in order to be able to be used and that metacognitive skills are required to control all these processes.

Principles

The cognitive theory of multimedia learning has been verified through a variety of research, which has led to different principles of multimedia learning

  • The principle of dual coding (or the multimedia principle) states that the presentation of information in text and images promotes the acquisition of knowledge more than just the presentation of information in text form. Graphics with text are particularly useful when it comes to illustrating relationships.
  • The principle of spatial proximity or contiguity principle I. states that the spatially adjacent representation of textual and pictorial information promotes the acquisition of knowledge more than a separate presentation of texts and images, according to which words and graphics that belong together should be placed close to one another.
  • The principle of simultaneous presentation or contiguity principle II means that the simultaneous presentation of visual and textual linguistic information promotes the acquisition of knowledge more than the successive presentation of the same content.
  • The coherence principle states that interesting, but irrelevant visual or acoustic information for the teaching objective reduces the acquisition of knowledge, i.e. H. stimulating visual material without didactic value impairs learning performance.
  • The multimodality principle or modality principle states that the audiovisual representation of pictorial and textual linguistic information promotes the acquisition of knowledge more than the only visual representation of the same information. Accordingly, the use of spoken text to explain an image is better than written text for an image.
  • The redundancy principle states that the audiovisual representation of visual and textual information through image and sound promotes the acquisition of knowledge more than the redundant representation of the same information through image, sound and text. The simultaneous display of written and spoken text can also impair learning.
  • The principle of individual differences or personalization means that a personal approach and educational agents can support learning. In addition, design effects work more with little prior knowledge of the learner than with a high level of prior knowledge, since learners with a high level of prior knowledge are able to use their prior knowledge to compensate for deficiencies in the quality of the instruction.

criticism

The main problem with the approach of Mayer (2001) can be mentioned that - as in many other ID theories and models ( instruction design ) - motivational aspects of teaching and learning (such as the ARCS model ) are not taken into account . For this reason, Astleitner / Wiesner (2003) tried in their integrative model of multimedia learning as well as Astleitner / Pasuchin / Wiesner (2006) to highlight the component motivation in order to compensate for the shortcomings of Mayer's popular cognitive theory of multimedia learning. Wiesner (2008 ) added the component emotion (emotional learning).

See also

literature

  • Astleitner, H./Wiesner, C. (2003): An Integrated Model of Multimedia Learning and Motivation. Journal of Educational Multimedia and Hypermedia, 2003, 13 (1), 3-21. Abstract online
  • Astleitner, H./Wiesner, C. (2003): An integrated model of multimedia learning and motivation. Paper presented at EARLI (European Association for Research on Learning and Instruction) - conference. August 26-30, Padua, Italy.
  • Astleitner, H./Pasuchin, I./Wiesner, C. (2006): Multimedia and Motivation - Models of motivational psychology as a basis for didactic media design. Media education. Journal for Theory and Practice of Media Education. http://www.medienpaed.com/
  • Paul Chandler & John Sweller (1991): Cognitive Load Theory and the Format of Instruction . Cognition and Instruction Vol. 8 (1991), No. 4, Pages 293-332
  • Clark, RC / Mayer, RE (2003): E-learning and the science of instruction. Proven guidelines for con-sumers and designers of multimedia learning. San Francisco: Jossey-Bass / Pfeiffer.
  • Doolittle, PE (2001): Multimedia Learning: Empirical Results and Practical Applications. http://www.ipfw.edu/as/tohe/2001/Papers/doo.htm ( Memento from February 20, 2006 in the Internet Archive )
  • Ludwigs, S. (2004): E-Learning. A practice-oriented overview. In: Gertler, M. (Ed.): Communication or entertainment? Task of the media. Baden-Baden: Nomos, 151-176.
  • Mayer, RE (1999): Designing instruction for constructivist learning. In: Reigeluth, CM (ed.): Installational-Design Theories and Models. Volume II - A New Paradigm of Instructional Theory. Ma-wah: Lawrence Erlbaum, 141-159.
  • Mayer, RE (2001): Multimedia Learning. Cambridge: University Press.
  • Mayer Richard E. & Roxana Moreno (2003): Nine Ways to Reduce Cognitive Load in Multimedia Learning . Educational Psychologist 2003 38: 1, 43-52
  • Moreno, Roxana / Mayer, Richard E .: A Learner-Centered Approach to Multimedia Explanations: Deriving Instructional Design Principles from Cognitive Theory. Url: http://imej.wfu.edu/articles/2000/2/05/index.asp
  • Niegemann, HM (2004): Models of instruction design. On the possibilities and limits of didactic assistance. In: Rinn, U./Meister, DM (ed.): Didactics and New Media. Concepts and applications in the university. Münster: Waxmann, 102-122.
  • Niegemann, HM / Hessel, S./Deimann, M./Hochscheid-Mauel, D./Asanski, K. / Kreuzberger, G. (2004): Compendium E-Learning. Berlin: Springer.
  • Niegemann, HM (2001): New learning media. Conceive, develop, deploy. Bern: Hans Huber.
  • Paas, FGWC, & Van Merriënboer, JJG (1994): Variability of worked examples and transfer of geometrical problem solving skills: A cognitive load approach . Journal of Educational Psychology, 86, 122-133.
  • Paivio, A. (1986): Mental representations: a dual coding approach . New York: Oxford University Press
  • Wiesner, Christian (2008): The meaning of emotions in media education. In: Blaschitz, Edith / Seibt, Martin (eds.): Media education in Austria. Münster, Vienna: LIT, pp. 216–228.
  • Wiesner, C./Astleitner, H. (2004): Use of self-instructional texts: The inconsistency of cognitive, motivational and mixed effects when learning with teaching texts. In: Medienjournal 04/2004. New forms of teaching and learning in communication studies, 64-71.

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