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:

1. Dual Channel Humans process visual and auditory information from separate channels.

2. Limited Capacity Limited information can be processed in each channel at one time

3. Active Processing Active learning by attending to relevant incoming information, organizing selected information into coherent mental representation, integrating mental representation with other knowledge