Cognitive Theory of Multimedia Learning

Overview

The Cognitive Theory of Multimedia Learning (CTML) aims to understand how to use words and pictures to improve human learning. The theory builds on the multimedia principle, which suggests that people learn better from words and pictures than from words alone.

CTML postulates that multimedia instructional messages designed with the understanding of how the human mind works are more likely to lead to meaningful learning than those that do not take this into account. CTML is inspired by Sweller's Cognitive Load Theory, which focuses on managing cognitive load for learners to understand complex material.

CTML also considers factors such as the learner's prior knowledge, motivation and learning characteristics when designing effective multimedia instructional materials.

Three Assumptions

Traditional common-sensical perceptions about learning assume that learners possess a single-channel, unlimited capacity and passive processing system. However, CTML takes into consideration current research (Fiorella & Mayer, 2015; Mayer, 2011, 2021). The three assumptions by CTML are:

CTML Assumptions

Dual Channel	Limited Capacity	Active Processing
Humans process visual and auditory information from separate channels.	Limited information can be processed in each channel at one time.	Active learning by attending to relevant incoming information, organizing selected information into coherent mental representation, integrating mental representation with other knowledge.

Dual Channel

The Dual Channel assumption posits that humans have two different ways of processing information. One channel processes visual/ spatial information like illustrations, animations, videos or texts. The other channel processes information in the form of auditory/ non-verbal sounds. Baddeley's model of working memory and Paivio’s dual coding theory have influenced this assumption.

Approaches for information processing

There are two approaches to understand how information is processed in the two channels:

Approaches towards Dual Channels

Representation mode	Sensory mode
This approach evaluates if the information presented is verbal (spoken or printed) or non-verbal. According to this approach, one channel processes verbal material while the other processes visual material and non-verbal sounds.	This approach focuses on whether learners initially process the presented material through their eyes (like pictures, video, animation, or printed words) or ears (like for spoken words or background sounds). This means that one channel processes visually represented material while the other processes auditorily represented material.

The CTML uses the sensory mode approach in its theory.

Important to Paivio’s dual-coding theory is the idea of cross-channel representations. It refers to the learner’s ability to take information presented in one form (visual or auditory) and convert it to the other form after mentally processing it.

Limited Capacity

The idea of limited capacity makes it essential to measure the cognitive information-processing capacity of an individual. On average, while chunking, the human mind can retain 4-7 chunks of information in the working memory during information processing.

The limited capacity of processing information helps make decisions about which pieces of information to focus on, the connection between them and the connection to prior knowledge. The central executive controls the allocation of central resources , and metacognition strategies help allocate, monitor, coordinate and adjust limited cognitive resources.

Active Processing

Active processing is when a learner uses cognitive resources to make sense of incoming information by making sense and building a mental model of it. While structuring incoming knowledge, the learner uses process, comparison, generalization, enumeration and classification as knowledge structures. In designing multimedia instructional material, it thus becomes essential to provide coherent structure and guidance on building knowledge structures for the learner to make sense of the materials.

Processes of Structuring Knowledge

Knowledge Structure	Representation
Process	Cause-and-effect chains and consist of explanations of how some system works
Comparison	Matrices and consist of comparisons among two or more elements along several dimensions
Generalisation	Branching tree and consists of a main idea with subordinate supporting details.
Enumeration	Lists and consist of a collection of items.
Classification	Hierarchies and consist of sets and subsets

Cognitive Processes in Active Processing

These processes are essential for active learning and take place within the working memory of the cognitive system. It involves activating prior knowledge from the long-term memory, analyzing and integrating it with incoming selected information.

Cognitive Processes in Active Learning

Process	Description
Selecting	Attending to relevant material in the presented lesson for transfer to working memory
Organising	Mentally organizing selected information into a coherent cognitive structure in working memory
Integrating	Connecting cognitive structures with each other and with relevant prior knowledge activated from long-term memory

Three Memory Stores

According to CTML, there are three aspects of memory central to information processing. The are:

Memory stores in CTML

Memory store	Description	Capacity	Duration	Format
Sensory Memory	Stores the information received from a multimedia message. Consists of two parts: visual and auditory, which briefly copies the incoming words, pictures and sounds.	Unlimited	A few seconds	Visual or auditory sensory images or sounds
Working memory	Temporarily stores and manipulates information while it is being processed and used. Active processing in conscious awareness takes place in the working memory. This also involves creating mental representations.	Limited	Short	Verbal and pictorial representations
Long-term memory	Storehouse of knowledge, holding larger chunks of information for a long time. Information needs to be brought into working memory for processing.	Unlimited	Permanent	Knowledge

File:Mayer's Cognitive Theory of Multimedia Learning.png

Five Processes in CTML

In order to learn effectively in a multimedia environment, the learner needs to undergo five different processes, not necessarily in linear order, so that the learner can coordinate and monitor the incoming information.

Five cognitive processes in CTML

Process	Description
Selecting words	Learner pays attention to relevant words in a multimedia message to create sounds in working memory
Selecting images	Learner pays attention to relevant pictures in a multimedia message to create images in working memory
Organizing words	Learner builds connections among selected words to create a coherent verbal model in working memory
Organizing images	Learner builds connections among selected images to create a coherent pictorial model in working memory
Integrating	Learner builds connections between verbal and pictorial models and with prior knowledge