Cognitive Theory of Multimedia Learning: Difference between revisions
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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 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. | CTML also considers factors such as the learner's prior knowledge, motivation and learning characteristics when designing effective multimedia instructional materials. | ||
Assumption | |||
Description | |||
Reference | |||
Dual Channel | |||
Separate channels for processing visual and auditory information | |||
Baddeley (1999), Paivio (1986) | |||
Limited Capacity | |||
Limited information can be processed in each channel at one time | |||
Baddeley (1999), Sweller, Ayres, and Kalyuga (2011) | |||
Active Processing | |||
Active learning by attending to relevant incoming information, organizing selected information into coherent mental representation, integrating mental representation with other knowledge | |||
Mayer (2021), Wittrock (1989) | |||
Three assumptions of Cognitive Theory of Multimedia Learning | |||
Dual Channel Assumption | |||
=== Evidence === | === Evidence === | ||
Revision as of 17:08, 15 December 2022
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.
Assumption Description Reference Dual Channel Separate channels for processing visual and auditory information Baddeley (1999), Paivio (1986) Limited Capacity Limited information can be processed in each channel at one time Baddeley (1999), Sweller, Ayres, and Kalyuga (2011) Active Processing Active learning by attending to relevant incoming information, organizing selected information into coherent mental representation, integrating mental representation with other knowledge Mayer (2021), Wittrock (1989) Three assumptions of Cognitive Theory of Multimedia Learning
Dual Channel Assumption