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5 - Cognitive Theory of Multimedia Learning

from Part II - Theoretical Foundations

Published online by Cambridge University Press:  19 November 2021

By
Richard E. Mayer
Edited by
Richard E. Mayer  and
Logan Fiorella
Richard E. Mayer
Affiliation:
University of California, Santa Barbara
Logan Fiorella
Affiliation:
University of Georgia
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Summary

A fundamental hypothesis underlying research on multimedia learning is that multimedia instructional messages that are designed in light of how the human mind works are more likely to lead to meaningful learning than those that are not. The cognitive theory of multimedia learning is based on three cognitive science principles of learning: the human information processing system includes dual channels for visual/pictorial and auditory/verbal processing (i.e., dual channels assumption), each channel has limited capacity for processing (i.e., limited capacity assumption), and active learning entails carrying out a coordinated set of cognitive processes during learning (i.e., active processing assumption).

Keywords

human information processing systemdual channels assumptionlimited capacity assumptionactive processing assumptioncognitive theory of multimedia learning
Type
Chapter
Information
The Cambridge Handbook of Multimedia Learning , pp. 57 - 72
Publisher: Cambridge University Press
Print publication year: 2021

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